01417nam0 22002891i 450 UON0028582720231205103900.10520061220d1973 |0itac50 bagerCH||||m |||||ˆDie ‰Beurteilung Johannes von Müllers in der Schweiz während der ersten Hälfte des 19. JahrhundertsPeter MaurerBasel; StuttgartHelbing & Lichtenhahn1973210 p.24 cm. Dissertation der Universität Basel.001UON002858282001 Basel Beiträge zur Geschichtswissenschafthrsg. von Edgar Bonjour und Werner Kaegi210 Basel; StuttgartHelbing & Lichtenhahn19-129MÜLLER JOHANNESUONC054367FICHBaselUONL003102DEWiesbadenUONL003153830.09Letteratura tedesca. Storia, descrizione, studi critici21MAURERPeterUONV164839222524Helbing & LichtenhahnUONV252032650ITSOL20240220RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00285827SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI TED 22 II MÜL MAU SI LO 329 5 Beurteilung Johannes von Müllers in der Schweiz während der ersten Hälfte des 19. Jahrhunderts1249125UNIOR03873nam 2200781Ia 450 991095757590332120250509175449.0978661093090608712071929781416600855141660085X9781280930904128093090X97808712089100871208911(CKB)2550000000038239(EBL)3002069(SSID)ssj0000278628(PQKBManifestationID)11912349(PQKBTitleCode)TC0000278628(PQKBWorkID)10258214(PQKB)11531138(SSID)ssj0000358819(PQKBManifestationID)12102580(PQKBTitleCode)TC0000358819(PQKBWorkID)10378665(PQKB)20531869(MiAaPQ)EBC3002069(MiAaPQ)EBC280316(MiAaPQ)EBC4948006(Au-PeEL)EBL3002069(CaPaEBR)ebr10044810(OCoLC)52593044(Au-PeEL)EBL4948006(CaONFJC)MIL93090(Perlego)3292566(EXLCZ)99255000000003823920021003d2003 uy 0engur|n|---|||||txtccrDeveloping more curious minds /John Barell1st ed.Alexandria, Va. Association for Supervision and Curriculum Developmentc2003x, 244p. ill. ;23cmDescription based upon print version of record.9780871207197 0871207192 Includes bibliographical references and index.A culture of inquisitiveness -- Models of inquiry -- Creating schools of inquiry -- The nature of good questions -- Writing our curiosities -- Questioning texts -- An intelligent revolution -- Inquiry- and problem-based learning -- Wisely using the World Wide Web -- Of museums and fieldnotes -- How we assess our inquisitiveness -- The power of leadership -- Epilogue.After the September 11 attacks on the World Trade Center and Pentagon, many people questioned why no one had anticipated the terrorists' acts, even when events and intelligence seemed to point toward them. John Barell wonders if the attacks speak to a greater societal problem of complacency. He believes many students have become too passive in their learning, accepting information and "facts" as presented in textbooks, classes, and the media. Drawing on anecdotes from educators and his own life, Barell describes practical strategies to spur students' ability and willingness to pose and answer their own questions. Antarctica expeditions, outer space discoveries, dinosaur fossils, literature, and more help define the importance of developing an inquisitive mind, using such practices as* Maintaining journals on field trips,* Using questioning frames and models when reading texts,* Engaging in critical thinking and problem-based learning, and* Integrating inquiry into curriculum development and the classroom culture.To become habits of mind, students' daily curiosities must be nurtured and supported. Barell draws a vivid map to guide readers to "an intelligent revolution" in which schools can become places where educators and students imagine and work together to become active citizens in their society.QuestioningCritical thinkingProblem-based learningQuestioning.Critical thinking.Problem-based learning.371.39Barell John1809982MiAaPQMiAaPQMiAaPQBOOK9910957575903321Developing more curious minds4361043UNINA