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Author: Daniel Ness
Publisher: Rowman & Littlefield Publishers
ISBN: 1461638534
Category : Education
Languages : en
Pages : 286
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Book Description
Knowledge under Construction investigates how young children develop spatial, geometric, and scientific thinking skills-particularly those associated with architecture. Based on original research and analysis of videotapes of children's play with blocks, the authors' findings suggest that such play is anything but pointless. Their conclusions fill in gaps in our current understanding of how children learn to think spatially and scientifically even while challenging portions of that understanding, including some of Piaget's thesis about the primacy of topological space in children's learning. A system of measurement developed to identify and categorize children's spontaneous behavior at play allows adults to observe patterns of behavior as children play and record the development of process skills and cognitive abilities, enhancing our understanding of how children begin to learn about space and architectural relationships. The book also examines the educational implications of our enhanced understanding. One possible development is a new, alternative way to measure cognitive abilities and development in children based on their work with blocks.
Author: Daniel Ness
Publisher: Rowman & Littlefield Publishers
ISBN: 1461638534
Category : Education
Languages : en
Pages : 286
Get Book Here
Book Description
Knowledge under Construction investigates how young children develop spatial, geometric, and scientific thinking skills-particularly those associated with architecture. Based on original research and analysis of videotapes of children's play with blocks, the authors' findings suggest that such play is anything but pointless. Their conclusions fill in gaps in our current understanding of how children learn to think spatially and scientifically even while challenging portions of that understanding, including some of Piaget's thesis about the primacy of topological space in children's learning. A system of measurement developed to identify and categorize children's spontaneous behavior at play allows adults to observe patterns of behavior as children play and record the development of process skills and cognitive abilities, enhancing our understanding of how children begin to learn about space and architectural relationships. The book also examines the educational implications of our enhanced understanding. One possible development is a new, alternative way to measure cognitive abilities and development in children based on their work with blocks.
Author: Daniel J. Sage
Publisher: Springer
ISBN: 3319739964
Category : Social Science
Languages : en
Pages : 279
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Book Description
This edited collection explores building construction as an inspiring, yet often overlooked, place to develop new knowledge about the development of human societies. Eschewing dominant engineering and management perspectives on construction, the book is purposefully broad in its scope, both empirically and theoretically, as reflecting the rich underexplored potential of studies of building construction to inform a wide span of intellectual debates across the social science and humanities. The seven chapters encompass contributions to theories of: spatiotemporal organization with wildlife on building sites; institutional change with building ruins; home with Mexican self-help housing; place with a suburban housing development; socio-materiality with the adaptation of a university library; migrant labour with the Parisian postwar construction boom; and gender with a female site manager in Sweden. This book seeks to develop a new critical sub-area for construction studies that focuses on the actual processes and practices of ‘constructing'. Bringing together diverse members of construction research communities working in a variety of contexts, it develops empirical engagements with building work to challenge its marginalization, relative to architectural studies, to provoke novel understandings of human history, geography and sociology.
Author: Denise Fleming
Publisher: Macmillan
ISBN: 9780805081121
Category : Juvenile Nonfiction
Languages : en
Pages : 36
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Book Description
A mouse works his way through the alphabet as he folds the "F," measures the "M," and rolls the "R." Includes an alphabet work schedule poster.
Author: Heinz Steinbring
Publisher: Springer Science & Business Media
ISBN: 0387242538
Category : Education
Languages : en
Pages : 242
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Book Description
Mathematics is generally considered as the only science where knowledge is uni form, universal, and free from contradictions. „Mathematics is a social product - a 'net of norms', as Wittgenstein writes. In contrast to other institutions - traffic rules, legal systems or table manners -, which are often internally contradictory and are hardly ever unrestrictedly accepted, mathematics is distinguished by coherence and consensus. Although mathematics is presumably the discipline, which is the most differentiated internally, the corpus of mathematical knowledge constitutes a coher ent whole. The consistency of mathematics cannot be proved, yet, so far, no contra dictions were found that would question the uniformity of mathematics" (Heintz, 2000, p. 11). The coherence of mathematical knowledge is closely related to the kind of pro fessional communication that research mathematicians hold about mathematical knowledge. In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab lishing a communicable „code of conduct" which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co ordinated and unequivocal way.
Author: Leslie Smith
Publisher: Routledge
ISBN: 1351710850
Category : Psychology
Languages : en
Pages : 351
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Book Description
Originally published in 1993, this monograph addresses a central problem in Piaget’s work, which is the temporal construction of necessary knowledge. The main argument is that both normative and empirical issues are relevant to a minimally adequate account of the development of modal understanding. This central argument embodies three main claims. One claim is philosophical. Although the concepts of knowledge and necessity are problematic, there is sufficient agreement about their core elements due to the fundamental difference between truth-value and modality. Any account of human rationality has to respect this distinction. The second claim is that this normative distinction is not always respected in psychological research on the origins of knowledge where emphasis is placed on the procedures and methods used to gain good empirical evidence. An account of the initial acquisition of knowledge is not thereby an account of its legitimation in the human mind. The third claim relates to epistemology. Intellectual development is a process in which available knowledge is used in the construction of better knowledge. The monograph identifies features of a modal model of intellectual construction, whereby some form of necessary knowledge is always used. Intellectual development occurs as the reduction of modal errors through the differentiation and coordination of available forms of modal understanding. Piaget’s work continues to provide distinctive and intelligible answers to a substantive and outstanding problem.
Author: Mayank Kejriwal
Publisher: Springer
ISBN: 3030123758
Category : Computers
Languages : en
Pages : 115
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Book Description
The vast amounts of ontologically unstructured information on the Web, including HTML, XML and JSON documents, natural language documents, tweets, blogs, markups, and even structured documents like CSV tables, all contain useful knowledge that can present a tremendous advantage to the Artificial Intelligence community if extracted robustly, efficiently and semi-automatically as knowledge graphs. Domain-specific Knowledge Graph Construction (KGC) is an active research area that has recently witnessed impressive advances due to machine learning techniques like deep neural networks and word embeddings. This book will synthesize Knowledge Graph Construction over Web Data in an engaging and accessible manner. The book describes a timely topic for both early -and mid-career researchers. Every year, more papers continue to be published on knowledge graph construction, especially for difficult Web domains. This book serves as a useful reference, as well as an accessible but rigorous overview of this body of work. The book presents interdisciplinary connections when possible to engage researchers looking for new ideas or synergies. The book also appeals to practitioners in industry and data scientists since it has chapters on both data collection, as well as a chapter on querying and off-the-shelf implementations.
Author: George Lillie Craik
Publisher:
ISBN:
Category : Knowledge, Theory of
Languages : en
Pages : 432
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Book Description
![The pursuit of knowledge under difficulties [by G.L. Craik]. PDF](https://books.google.com/books/content/images/frontcover/6MUDAAAAQAAJ?fife=w80-h100)
Author: George Lillie Craik
Publisher:
ISBN:
Category :
Languages : en
Pages : 424
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Book Description
Author: Glenda Beamon Crawford
Publisher: Corwin Press
ISBN: 141295018X
Category : Education
Languages : en
Pages : 417
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Book Description
Brain Based Teaching With Adolescent Learning in Mind addresses adolescent learning and its implications and applications for curriculum design and research-based instruction. Glenda Crawford connects new research to the larger picture of students' social, emotional, and intellectual needs and points to productive ways to help adolescents learn and succeed.This resource acknowledges the wide range of differences that new century adolescents bring to classrooms. The author offers lesson examples that easily differentiate for very individual brains of students who have varying cultural backgrounds, levels of English language proficiency, background experiences and prior knowledge, and individual abilities and interests. Readers will find key concepts related to adolescent learning, including metacognition, motivation, social cognition, and self-regulation. Educators will learn about linking instruction to relevant issues and reality-based problems, and about student-directed inquiry, interpretation, debate and analysis, technological access, cooperative learning and global collaboration. Standards-based content examples and scenarios focus on the elements of relevance, active learning, content depth, collaboration, inquiry, challenge, student ownership, ongoing assessment, and guided reflection. The Adolescent-Centered Teaching (ACT) Models in each chapter illustrate this framework, with emphasis on: Essential content understandings Strategies for inquiry Adolescent motivation and challenge through intriguing and authentic events, problems and questions Teachers serving as active facilitator as students become progressively self-directed Metacognitive development and assessment, during which adolescents are involved in evaluation, reflection, and the transfer of learning to comparable and extended experiences Technology connectionsMultiple examples illustrate these interacting social, affective, and cognitive dimensions of an environment that is conducive to adolescent learning. This handbook also provides strategies for promoting transfer of learning to new contexts and more practical ideas for putting brain-based, adolescent-centered teaching into practice.
Author: David Kirk
Publisher: SAGE
ISBN: 1446270505
Category : Education
Languages : en
Pages : 866
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Book Description
What is the condition of the field of Physical Education? How is it adapted to the rise of kinesiology, sport and exercise science and human movement studies over the last thirty years? This Handbook provides an authoritative critical overview of the field and identifies future challenges and directions. The Handbook is divided in to six sections: Perspectives and Paradigms in Physical Education Research; Cross-disciplinary Contributions to Research Philosophy; Learning in Physical Education; Teaching Styles and Inclusive Pedagogies; Physical Education Curriculum; and Difference and Diversity in Physical Education.
