000 03683nam a22005295i 4500
001 978-981-15-2683-1
003 DE-He213
005 20200616165936.0
007 cr nn 008mamaa
008 200423s2020 si | s |||| 0|eng d
020 _a9789811526831
_9978-981-15-2683-1
024 7 _a10.1007/978-981-15-2683-1
_2doi
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
072 7 _aJNA
_2thema
082 0 4 _a370.1
_223
100 1 _aWillison, John.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 4 _aThe Models of Engaged Learning and Teaching
_h[electronic resource] :
_bConnecting Sophisticated Thinking from Early Childhood to PhD /
_cby John Willison.
250 _a1st ed. 2020.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2020.
300 _aXIX, 140 p. 40 illus., 27 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _a1 What is our purpose? -- 2 What do we need? -- 3 How do we arrange? -- 4 What do we trust? -- 5 What does it mean? -- 6 How do we relate? -- 7 How much guidance?.
506 0 _aOpen Access
520 _aThis book provides a practical philosophy for promoting students' sophisticated thinking from Early Childhood to PhD in ways that explicitly interconnect across the years of education. It will help teachers, academics and the broader learning and teaching community to understand and implement these connections by introducing a conceptual framework, the Models of Engaged Learning and Teaching (MELT). By covering the nature, philosophy, practice and implications of MELT for teachers and students alike, the book will help teachers to facilitate students’ awareness of, and increasing responsibility for, the thinking demanded by subject and discipline-specific learning as well as interdisciplinary learning, whether face to face, online or in blended modes. The book will also provide educators with ways to effectively engage with complex, and sometimes conflicting, contemporary educational concepts, and with a diverse variety of colleagues involved in the learning and teaching enterprise. The book provides guidance that allows curriculum improvement, teacher action research and larger-scale research to be reported on from a common perspective, bridging the gap between those readers focused on research and those focused on teaching. The book shares valuable insights and ways of addressing the contemporary issue of discipline-based learning versus transdisciplinary learning, reducing the dichotomy and enabling the two approaches to complement each other. This is an Open Access book.
650 0 _aEducation—Philosophy.
650 0 _aTeaching.
650 0 _aLearning.
650 0 _aInstruction.
650 1 4 _aEducational Philosophy.
_0http://scigraph.springernature.com/things/product-market-codes/O38000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789811526824
776 0 8 _iPrinted edition:
_z9789811526848
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttps://doi.org/10.1007/978-981-15-2683-1
912 _aZDB-2-EDA
912 _aZDB-2-SOB
999 _c532174
_d532172