LEADER 04695nam 22006735 450 001 9910483566303321 005 20240508185616.0 010 $a9789812871824 010 $a9812871829 024 7 $a10.1007/978-981-287-182-4 035 $a(CKB)3710000000262462 035 $a(EBL)1966710 035 $a(OCoLC)908086050 035 $a(SSID)ssj0001372592 035 $a(PQKBManifestationID)11824357 035 $a(PQKBTitleCode)TC0001372592 035 $a(PQKBWorkID)11305616 035 $a(PQKB)10831507 035 $a(DE-He213)978-981-287-182-4 035 $a(MiAaPQ)EBC1966710 035 $a(PPN)18209426X 035 $a(EXLCZ)993710000000262462 100 $a20141019d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDisciplinary Intuitions and the Design of Learning Environments /$fedited by Kenneth Y. T. Lim 205 $a1st ed. 2015. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2015. 215 $a1 online resource (214 p.) 300 $aDescription based upon print version of record. 311 08$a9789812871817 311 08$a9812871810 320 $aIncludes bibliographical references and index. 327 $aPART ONE Theoretical and historical foundations -- Chapter 1 Intuitions all around us -- Chapter 2 On the nature of Disciplinary Intuitions -- Chapter 3 Learning through intuition in early China -- Chapter 4 Applying Disciplinary Intuitions to classroom contexts: a constructivist perspective -- PART TWO Delving into Disciplines -- Chapter 5 Developing Disciplinary Intuitions in the Natural Sciences -- Chapter 6 The nature of Intuition in Design -- Chapter 7 From seasons to cisterns - the nature of Geographical Intuition -- Chapter 8 Second Language Intuition: native language and linguistic universals -- Chapter 9 Manifestations of intuitions in the English Language -- Chapter 10 Disciplinary Intuitions in the English Language classroom: implications for practice -- Chapter 11 Surfacing Intuitions through visual novels -- Chapter 12 Mathematical Intuition and storytelling for meaningful learning -- PART THREE Coda -- Chapter 13 Disciplinary Intuitions as Praxis: the role of Intuition in Social Education -- Chapter 14 Misconceptions, Intuitions and Elementary Physics: harnessing everyday understanding in learning environment design. 330 $aAs children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ?works?, but we would not necessarily have been able to explain these ?workings?. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition. The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions. Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ? because these lived experiences are as tacit as they are diverse ? designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design. 606 $aEducation$xCurricula 606 $aLearning, Psychology of 606 $aEducational psychology 606 $aCurriculum Studies 606 $aInstructional Psychology 606 $aEducational Psychology 615 0$aEducation$xCurricula. 615 0$aLearning, Psychology of. 615 0$aEducational psychology. 615 14$aCurriculum Studies. 615 24$aInstructional Psychology. 615 24$aEducational Psychology. 676 $a370 676 $a370.15 676 $a371.3 676 $a375 702 $aLim$b Kenneth Y. T$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910483566303321 996 $aDisciplinary Intuitions and the Design of Learning Environments$92849396 997 $aUNINA