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Detalles bibliogr�ficos

T�tulo: Building Teachers: A Constructivist Approach to Introducing Education
Editor: Cengage Learning
Fecha de publicaci�n: 2013
Idioma: Ingl�s
ISBN 10: 1133943012
ISBN 13: 9781133943013
Encuadernaci�n: paperback
Edici�n: 2� Edici�n
Estado: Very Good
Peso: 32 onzas

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Sinopsis

Designed from the ground up with a constructivist framework, BUILDING TEACHERS: A CONSTRUCTIVIST APPROACH TO INTRODUCING EDUCATION, 2nd Edition helps future teachers create their own understanding of education. As the authors address the key topics generally covered in an introductory book, they encourage readers to develop their own understandings by connecting their prior knowledge, experiences, and biases with new experiences to which they will be exposed during the course. Highlights of the new edition include stronger standards integration and expanded material on diversity and technology. By interacting with the materials presented, rather than merely memorizing the book's content, readers learn what teaching is all about in an exploratory, inquiring, constructivist-based manner. In turn, they can help the children in their classrooms learn meaningfully. Available with InfoTrac Student Collections http://gocengage.com/infotrac.

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David Jerner Martin (Ph.D.) is Professor Emeritus of Early Childhood Education at Kennesaw State University. A gifted teacher and an outspoken advocate of constructivist-based teaching, he is best known as the author of the pioneering text, ELEMENTARY SCIENCE METHODS: A CONSTRUCTIVIST APPROACH, now in its Sixth Edition. Dr. Martin has consulted on constructivist teaching at home and abroad, and was technical consultant with The Weather Channel for The Weather Classroom. He has received several university awards for distinguished teaching and publications.

Kimberly S. Loomis (Ed.D.) is Professor of Science Education at Kennesaw State University where she teaches the introduction to education course as well as educational psychology and science methods courses. Currently, her work is focused on using inquiry teaching in the field of wolf education and in exploring the effective use of informal science education centers and national parks by science learners and teachers.

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