Hallden ola (20 resultados)
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Paperback. Condición: New. Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative piec…es. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
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Librería: Books Puddle, New York, NY, Estados Unidos de AmericaBooks Puddle
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Paperback. Condición: New. Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative piec…es. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
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Librería: Books Puddle, New York, NY, Estados Unidos de AmericaBooks Puddle
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EUR 214,87
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Condición: New. pp. 280.
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Librería: Biblios, frankfurt am main, HESSE, AlemaniaBiblios
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Condición: New. pp. 280.
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- Primera edición
Librería: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrlandaKennys Bookshop and Art Galleries Ltd.
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Condición: New. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. This book asks: what is the quality of that teaching? Editor(s): Hallden, Ola; Leinhardt, G.; Leinhardt, Gaea; Beck, Isabe…l L.; Stainton, Catherine. Num Pages: 278 pages, black & white illustrations. BIC Classification: HB; JNU. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 19. Weight in Grams: 635. . 1994. 1st Edition. hardcover. . . . .
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Librería: Revaluation Books, Exeter, Reino UnidoRevaluation Books
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EUR 279,91
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Hardcover. Condición: Brand New. 1st edition. 280 pages. 9.50x6.50x0.75 inches. In Stock.
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Librería: Kennys Bookstore, Olney, MD, Estados Unidos de AmericaKennys Bookstore
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EUR 316,20
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Condición: New. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. This book asks: what is the quality of that teaching? Editor(s): Hallden, Ola; Leinhardt, G.; Leinhardt, Gaea; Beck, Isabe…l L.; Stainton, Catherine. Num Pages: 278 pages, black & white illustrations. BIC Classification: HB; JNU. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 152 x 19. Weight in Grams: 635. . 1994. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.
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Librería: Biblios, frankfurt am main, HESSE, AlemaniaBiblios
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EUR 82,64
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Librería: moluna, Greven, Alemaniamoluna
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EUR 57,92
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Hallden, Ola Leinhardt, Gaea Beck, Isabel L. Stainton, CatherineResearch on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an… important moment in its.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 97,70
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Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficien…t depth and breadth to warrant a collection of representative pieces.The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations.The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as:\* What affects the quality of teaching \* How are historical documents interpreted in the writing of history \* How is history explained \* What are the classroom demands on an elementary school social studies teacher \* What does text accomplish or fail to accomplish in educational settings \* How do teachers think about particular topics for history teaching Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
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Librería: Majestic Books, Hounslow, Reino UnidoMajestic Books
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EUR 201,72
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Condición: New. pp. 280 9:B&W 6 x 9 in or 229 x 152 mm Case Laminate on Creme w/Gloss Lam This item is printed on demand.
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Librería: moluna, Greven, Alemaniamoluna
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EUR 213,63
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Gebunden. Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Hallden, Ola Leinhardt, Gaea Beck, Isabel L. Stainton, CatherineResearch on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the fiel…d is at an important moment in its.
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Librería: preigu, Osnabrück, Alemaniapreigu
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EUR 221,45
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Buch. Condición: Neu. Teaching and Learning in History | Ola Hallden | Buch | Einband - fest (Hardcover) | Englisch | 1994 | Routledge | EAN 9780805812459 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 279,31
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Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth… and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: \* What affects the quality of teaching \* How are historical documents interpreted in the writing of history \* How is history explained \* What are the classroom demands on an elementary school social studies teacher \* What does text accomplish or fail to accomplish in educational settings \* How do teachers think about particular topics for history teaching Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
