Author: Sybil Marshall
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Author: William Anderson McCall
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 312

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Author: Mary Rose Alling Aber
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 268

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Author: Sybil Marshall
Publisher:
ISBN:
Category : Art
Languages : en
Pages : 222

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Author: Robert Robertson Rusk
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 320

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Book Description

Author: D.E.M. Gardner
Publisher: Routledge
ISBN: 1000384578
Category : Education
Languages : en
Pages : 230

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Book Description
First published in 1966, Experiment and Tradition in Primary Schools was written to provide an account of the author’s pioneering study of the attainment of young children in schools where the curriculum was shaped by their spontaneous interests. The book describes the findings of Gardner’s work and assesses them in detail. It will have lasting relevance for those with an interest in the history of education and the development of education in infant and junior schools.

Author: Mabel Ray Goodlander
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 40

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Author: Mary Rose Alling Aber
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0

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Author: Kevin Crowley
Publisher: Psychology Press
ISBN: 1135662215
Category : Psychology
Languages : en
Pages : 503

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Book Description
This volume explores the integration of recent research on everyday, classroom, and professional scientific thinking. It brings together an international group of researchers to present core findings from each context; discuss connections between contexts, and explore structures; technologies, and environments to facilitate the development and practice of scientific thinking. The chapters focus on: * situations from young children visiting museums, * middle-school students collaborating in classrooms, * undergraduates learning about research methods, and * professional scientists engaged in cutting-edge research. A diverse set of approaches are represented, including sociocultural description of situated cognition, cognitive enthnography, educational design experiments, laboratory studies, and artificial intelligence. This unique mix of work from the three contexts deepens our understanding of each subfield while at the same time broadening our understanding of how each subfield articulates with broader issues of scientific thinking. To provide a common focus for exploring connections between everyday, instructional, and professional scientific thinking, the book uses a "practical implications" subtheme. In particular, each chapter has direct implications for the design of learning environments to facilitate scientific thinking.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309133092
Category : Education
Languages : en
Pages : 204

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Book Description
Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€"including education researchâ€"develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.