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Author: Arthur Chapman
Publisher: IAP
ISBN: 1681230348
Category : Education
Languages : en
Pages : 394
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Book Description
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘causation’. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students ‘join up’ what they learn in class into meaningful historical knowledge and understanding?
Author: Arthur Chapman
Publisher: IAP
ISBN: 1681230348
Category : Education
Languages : en
Pages : 394
Get Book Here
Book Description
Debates about the identity of school history and about the nature and purpose of the learning that does, can and should take place in history classrooms continue in many countries around the world. At issue, in many of these debates, beyond the concerns about history and national identity, are often unaddressed questions about the role and inter-relationship of historical knowledge and historical understanding in historical learning. Research on historical thinking is on-going and a complex tradition of enquiry has developed across national borders in the last 30 years, focusing, in particular on developing students understanding of historical meta-concepts such as ‘evidence’ and ‘causation’. There has been comparatively little focus, however, on the historical content that students study, on how they study it and on how mastery of historical content contributes to students overall picture of a historical past. This volume gathers together recent research and theorising from around the world on key issues central to historical learning and instruction. What sense do students make of the history that they are taught? Are students able to organise historical knowledge in order to form large scale representations of the past and what difficulties can children face in doing so? What are the relationships that obtain between history as an academic discipline, as practised in universities, and history as a subject taught in schools? What can research tell us about the effects of instructional strategies that aim to help students ‘join up’ what they learn in class into meaningful historical knowledge and understanding?
Author: Britta Hufeisen
Publisher: Council of Europe
ISBN: 9789287151438
Category : Multilingualism
Languages : en
Pages : 192
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Book Description
Afin de parvenir à une meilleure entente entre pays voisins, maîtriser une autre langue que sa langue maternelle serait souhaitable Selon ces recommandations, le Conseil de l'Europe et l'Union européenne présentent ici un projet sur l'enseignement et l'apprentissage des langues étrangères dans le contexte scolaire. Il a pour objectif de développer, dans le cadre du concept de plurilinguisme, les bases générales de méthodologie de langue tertiaire en les illustrant d'exemples, sur le modèle de la séquence linguistique "l'allemand après l'anglais ". Les organisateurs du projet, le Centre européen pour les langues vivantes du Conseil de l'Europe et le Goethe Institut Inter Nations, coopèrent à cet égard, en collaboration avec des institutions régionales actives dans le domaine de l'enseignement de langues étrangères.
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Category : Canada
Languages : en
Pages : 1686
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Book Description
Author: Marie-Sophie Armstrong
Publisher: Cambridge Scholars Publishing
ISBN: 1443850756
Category : Literary Criticism
Languages : en
Pages : 445
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Book Description
Re-Reading Zola and Worldwide Naturalism continues the discussion of Émile Zola and French naturalism with examinations of unexplored areas of the founding father’s project and legacy. In addition to offering essays on Zola’s lesser known naturalist contemporaries, the volume extends the investigation of the naturalist literary current to include areas of Europe outside France, as well as the Americas and Asia, tracking its persistence in various forms through the twentieth century and into the twenty-first. The authors pay particular attention to the ways naturalism was conceived and then received, including in other channels, undergoing transformations in new social conditions and creating other versions of the basic precepts. This work features multidisciplinary and comparative approaches to the study of naturalism, paying tribute to Anna Gural-Migdal—a Professor of French Literature and Film Studies at the University of Alberta, in Canada, who specializes in the visual aspect of Zola’s Rougon Macquart novels and the transfer of these strategies to naturalist film. She has been a leader in the field of Zola and naturalism in her role as president of the AIZEN for almost fifteen of its twenty years of existence.
Author: Gabriele Kaiser
Publisher: Springer
ISBN: 3319721704
Category : Education
Languages : en
Pages : 777
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Book Description
The book presents the Invited Lectures given at 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 – the biggest ICME so far - brought together about 3500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. The scholars came together to share their work on the improvement of mathematics education at all educational levels.. The papers present the work of prominent mathematics educators from all over the globe and give insight into the current discussion in mathematics education. The Invited Lectures cover a wide spectrum of topics, themes and issues and aim to give direction to future research towards educational improvement in the teaching and learning of mathematics education. This book is of particular interest to researchers, teachers and curriculum developers in mathematics education.
Author: Josiane PARROUTY
Publisher: Lulu.com
ISBN: 1304538834
Category : Education
Languages : en
Pages : 88
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Book Description
Professeur, Chercheur, ecrivain, conferenciere, Dr. Josiane Parrouty partage son point de vue professionnel vis-a-vis des pratiques d'ecriture dans la classe de francais langue seconde. Afin d'inciter les eleves a ecrire, il faut exploiter toutes sortes de strategies pour les motiver. La recherche dans le domaine des sciences cognitives prouve que le succes des eleves depend de leurs perceptions et de celles des enseignants. Une approche pedagogique qui penche vers les activites ludiques encourage les aprpentis-scripteurs a ecrire. L'environnement joue un role important egalement. Il faut donc assurer le bien-etre des eleves en situation d'ecriture et leur donner des outils pour devenir des ecrivains accomplis.
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Publisher: Odile Jacob
ISBN: 2738174272
Category :
Languages : en
Pages : 280
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Book Description
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ISBN:
Category : Reading
Languages : en
Pages : 400
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Book Description
Author: David Jan McQuoid-Mason
Publisher:
ISBN:
Category : Civil rights
Languages : en
Pages : 110
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Book Description
Author: OECD
Publisher: OECD Publishing
ISBN: 9264477594
Category :
Languages : en
Pages : 308
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Book Description
This report presents the conceptual foundations of the OECD Programme for International Student Assessment (PISA), now in its seventh cycle of comprehensive and rigorous international surveys of student knowledge, skills and well-being. Like previous cycles, the 2018 assessment covered reading, mathematics and science, with the major focus this cycle on reading literacy, plus an evaluation of students’ global competence – their ability to understand and appreciate the perspectives and world views of others. Financial literacy was also offered as an optional assessment.
