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Analyse der Fachinhaltlichen Qualitat Von Schulerausserungen und Deren Einfluss Auf Den Lernerfolg : Eine Videostudie Zu Kooperativer Kleingruppenarbeit. / / Rebecca Knobloch
| Analyse der Fachinhaltlichen Qualitat Von Schulerausserungen und Deren Einfluss Auf Den Lernerfolg : Eine Videostudie Zu Kooperativer Kleingruppenarbeit. / / Rebecca Knobloch |
| Autore | Knobloch Rebecca |
| Pubbl/distr/stampa | Berlin : , : Logos Verlag Berlin, , 2011 |
| Descrizione fisica | 1 online resource (200 pages) |
| Disciplina | 370.1523 |
| Soggetto topico | Concept learning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 3-8325-9848-0 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9910467083503321 |
Knobloch Rebecca
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| Berlin : , : Logos Verlag Berlin, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Analyse der Fachinhaltlichen Qualitat Von Schulerausserungen und Deren Einfluss Auf Den Lernerfolg : Eine Videostudie Zu Kooperativer Kleingruppenarbeit. / / Rebecca Knobloch
| Analyse der Fachinhaltlichen Qualitat Von Schulerausserungen und Deren Einfluss Auf Den Lernerfolg : Eine Videostudie Zu Kooperativer Kleingruppenarbeit. / / Rebecca Knobloch |
| Autore | Knobloch Rebecca |
| Pubbl/distr/stampa | Berlin : , : Logos Verlag Berlin, , 2011 |
| Descrizione fisica | 1 online resource (200 pages) |
| Disciplina | 370.1523 |
| Collana | Studien zum Physik- und Chemielernen |
| Soggetto topico | Concept learning |
| ISBN | 3-8325-9848-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9910795568603321 |
|
Knobloch Rebecca
|
||
| Berlin : , : Logos Verlag Berlin, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Analyse der Fachinhaltlichen Qualitat Von Schulerausserungen und Deren Einfluss Auf Den Lernerfolg : Eine Videostudie Zu Kooperativer Kleingruppenarbeit. / / Rebecca Knobloch
| Analyse der Fachinhaltlichen Qualitat Von Schulerausserungen und Deren Einfluss Auf Den Lernerfolg : Eine Videostudie Zu Kooperativer Kleingruppenarbeit. / / Rebecca Knobloch |
| Autore | Knobloch Rebecca |
| Pubbl/distr/stampa | Berlin : , : Logos Verlag Berlin, , 2011 |
| Descrizione fisica | 1 online resource (200 pages) |
| Disciplina | 370.1523 |
| Collana | Studien zum Physik- und Chemielernen |
| Soggetto topico | Concept learning |
| ISBN | 3-8325-9848-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Record Nr. | UNINA-9910815396103321 |
|
Knobloch Rebecca
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||
| Berlin : , : Logos Verlag Berlin, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Design-based concept learning in science and technology education / / edited by Ineke Henze and Marc J. de Vries
| Design-based concept learning in science and technology education / / edited by Ineke Henze and Marc J. de Vries |
| Pubbl/distr/stampa | Leiden ; ; Boston : , : Brill Sense, , [2021] |
| Descrizione fisica | 1 online resource |
| Disciplina | 370.1523 |
| Collana | International Technology Education Studies |
| Soggetto topico |
Concept learning
Science - Study and teaching Technology - Study and teaching |
| ISBN | 90-04-45000-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface -- List of Figures and Tables -- Notes on Contributors -- PART 1: Introduction -- 1 Design-Based Concept Learning: An Introduction -- Ineke Henze and Marc J. de Vries -- 2 Design-Based Learning in Science and Technology as Integrated STEM -- Marc J. de Vries -- PART 2: Science Concepts -- 3 The Nature of Matter in a Design-Based Chemistry Task: From Macroscopic Properties to the Microscopic Models of Materials Using the Notion of Activity Theory for Curriculum Design -- Astrid M. W. Bulte, Marijn R. Meijer and Albert Pilot -- 4 Supporting Conceptual Change in Chemistry through Design-Based Learning: The Heating/Cooling System Unit -- Xornam S. Apedoe, Michelle R. Ellefson and Christian D. Schunn -- 5 Design-Based Concept Learning in Physics Education: Electricity -- Dave van Breukelen -- 6 Design-Based Learning in Electronics and Mechatronics: Exploring the Application in Schools -- Yaron Doppelt and Moshe Barak -- 7 Modeling and Concept Learning in Calculus -- Jeroen G. Spandaw.
PART 3: Technology/Engineering Concepts -- 8 Design-Based Learning in Engineering Education -- Sonia María Gómez Puente -- 9 Systems in Everyday Lives: Making the Invisible Visible -- Maria Svensson -- 10 Design Based Learning of the Design Brief Concept -- S. de Haan-Topolscak and L. Smits -- 11 Design-Based Biotechnological Learning: Distinct Knowledge Forms Supporting Technology and Science Conceptual Understanding -- John G. Wells -- 12 Analogies in Biomimicry -- Laura Stevens, Helen Kopnina, Karel Mulder and Marc J. de Vries -- PART 4: Methods and Approaches -- 13 A Mind Set Called Design Thinking -- Maarten C. A. van der Sanden and Caroline Wehrmann -- 14 Teachers Noticing Chemical Thinking While Students Plan and Draw Designs -- Hanna Stammes, Ineke Henze, Erik Barendsen and Marc J. de Vries -- 15 Teachers' Reported Practice of Verbal Scaffolding during Design Activities -- Sathyam Sheoratan, Ineke Henze, Erik Barendsen and Marc J. de Vries -- PART 5: Conclusion -- 16 Design-Based Concept Learning: Themes and Possible Futures -- Ineke Henze and Marc J. de Vries -- Index. |
| Record Nr. | UNINA-9910794408103321 |
| Leiden ; ; Boston : , : Brill Sense, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Design-based concept learning in science and technology education / / edited by Ineke Henze and Marc J. de Vries
| Design-based concept learning in science and technology education / / edited by Ineke Henze and Marc J. de Vries |
| Pubbl/distr/stampa | Leiden ; ; Boston : , : Brill Sense, , [2021] |
| Descrizione fisica | 1 online resource |
| Disciplina | 370.1523 |
| Collana | International Technology Education Studies |
| Soggetto topico |
Concept learning
Science - Study and teaching Technology - Study and teaching |
| ISBN | 90-04-45000-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Preface -- List of Figures and Tables -- Notes on Contributors -- PART 1: Introduction -- 1 Design-Based Concept Learning: An Introduction -- Ineke Henze and Marc J. de Vries -- 2 Design-Based Learning in Science and Technology as Integrated STEM -- Marc J. de Vries -- PART 2: Science Concepts -- 3 The Nature of Matter in a Design-Based Chemistry Task: From Macroscopic Properties to the Microscopic Models of Materials Using the Notion of Activity Theory for Curriculum Design -- Astrid M. W. Bulte, Marijn R. Meijer and Albert Pilot -- 4 Supporting Conceptual Change in Chemistry through Design-Based Learning: The Heating/Cooling System Unit -- Xornam S. Apedoe, Michelle R. Ellefson and Christian D. Schunn -- 5 Design-Based Concept Learning in Physics Education: Electricity -- Dave van Breukelen -- 6 Design-Based Learning in Electronics and Mechatronics: Exploring the Application in Schools -- Yaron Doppelt and Moshe Barak -- 7 Modeling and Concept Learning in Calculus -- Jeroen G. Spandaw.
PART 3: Technology/Engineering Concepts -- 8 Design-Based Learning in Engineering Education -- Sonia María Gómez Puente -- 9 Systems in Everyday Lives: Making the Invisible Visible -- Maria Svensson -- 10 Design Based Learning of the Design Brief Concept -- S. de Haan-Topolscak and L. Smits -- 11 Design-Based Biotechnological Learning: Distinct Knowledge Forms Supporting Technology and Science Conceptual Understanding -- John G. Wells -- 12 Analogies in Biomimicry -- Laura Stevens, Helen Kopnina, Karel Mulder and Marc J. de Vries -- PART 4: Methods and Approaches -- 13 A Mind Set Called Design Thinking -- Maarten C. A. van der Sanden and Caroline Wehrmann -- 14 Teachers Noticing Chemical Thinking While Students Plan and Draw Designs -- Hanna Stammes, Ineke Henze, Erik Barendsen and Marc J. de Vries -- 15 Teachers' Reported Practice of Verbal Scaffolding during Design Activities -- Sathyam Sheoratan, Ineke Henze, Erik Barendsen and Marc J. de Vries -- PART 5: Conclusion -- 16 Design-Based Concept Learning: Themes and Possible Futures -- Ineke Henze and Marc J. de Vries -- Index. |
| Record Nr. | UNINA-9910823256103321 |
| Leiden ; ; Boston : , : Brill Sense, , [2021] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From snorkelers to scuba divers in the elementary science classroom : strategies and lessons that move students toward deeper learning / / John Almarode, Ann M. Miller ; foreword by John V. Antonetti
| From snorkelers to scuba divers in the elementary science classroom : strategies and lessons that move students toward deeper learning / / John Almarode, Ann M. Miller ; foreword by John V. Antonetti |
| Autore | Almarode John |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2018] |
| Descrizione fisica | 1 online resource (xviii, 185 pages) : illustrations, charts |
| Disciplina | 372.35044 |
| Collana | Gale eBooks |
| Soggetto topico |
Science - Study and teaching (Elementary) - United States
Concept learning Skin diving Scuba diving |
| ISBN |
1-5443-5736-2
1-5063-5367-3 1-5063-5365-7 1-5063-5366-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What to expect -- From snorkeling to scuba diving -- Snorkelers versus scuba divers -- The journey from snorkeling to scuba diving -- The structure of observed learning outcomes (SOLO taxonomy) -- Unpacking the standards -- Depth of learning -- Building background knowledge or activating prior knowledge? how do you know? -- Diving environments: models of instruction -- The essential role of the teacher, the view from the boat -- Types of engagement -- Evidence-based strategies -- Literacy through science -- Overt versus covert engagement -- Performance versus learning -- The eight main ideas -- The snorkeling and scuba diving classroom -- Making your own journey from a snorkeler to scuba diver. |
| Record Nr. | UNINA-9910793274503321 |
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Almarode John
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| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
From snorkelers to scuba divers in the elementary science classroom : strategies and lessons that move students toward deeper learning / / John Almarode, Ann M. Miller ; foreword by John V. Antonetti
| From snorkelers to scuba divers in the elementary science classroom : strategies and lessons that move students toward deeper learning / / John Almarode, Ann M. Miller ; foreword by John V. Antonetti |
| Autore | Almarode John |
| Pubbl/distr/stampa | Thousand Oaks, California : , : Corwin, a SAGE Company, , [2018] |
| Descrizione fisica | 1 online resource (xviii, 185 pages) : illustrations, charts |
| Disciplina | 372.35044 |
| Collana | Gale eBooks |
| Soggetto topico |
Science - Study and teaching (Elementary) - United States
Concept learning Skin diving Scuba diving |
| ISBN |
1-5443-5736-2
1-5063-5367-3 1-5063-5365-7 1-5063-5366-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | What to expect -- From snorkeling to scuba diving -- Snorkelers versus scuba divers -- The journey from snorkeling to scuba diving -- The structure of observed learning outcomes (SOLO taxonomy) -- Unpacking the standards -- Depth of learning -- Building background knowledge or activating prior knowledge? how do you know? -- Diving environments: models of instruction -- The essential role of the teacher, the view from the boat -- Types of engagement -- Evidence-based strategies -- Literacy through science -- Overt versus covert engagement -- Performance versus learning -- The eight main ideas -- The snorkeling and scuba diving classroom -- Making your own journey from a snorkeler to scuba diver. |
| Record Nr. | UNINA-9910810122703321 |
|
Almarode John
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||
| Thousand Oaks, California : , : Corwin, a SAGE Company, , [2018] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910461506503321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| ISBN |
1-00-344520-9
1-000-97382-4 1-003-44520-9 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910790018203321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| ISBN |
1-00-344520-9
1-000-97382-4 1-003-44520-9 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910808826703321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
