000 | 03683nam a22005295i 4500 | ||
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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 |
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024 | 7 |
_a10.1007/978-981-15-2683-1 _2doi |
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050 | 4 | _aLC8-6691 | |
072 | 7 |
_aJNA _2bicssc |
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072 | 7 |
_aEDU040000 _2bisacsh |
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072 | 7 |
_aJNA _2thema |
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082 | 0 | 4 |
_a370.1 _223 |
100 | 1 |
_aWillison, John. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
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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. |
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300 |
_aXIX, 140 p. 40 illus., 27 illus. in color. _bonline resource. |
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336 |
_atext _btxt _2rdacontent |
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337 |
_acomputer _bc _2rdamedia |
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338 |
_aonline resource _bcr _2rdacarrier |
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347 |
_atext file _bPDF _2rda |
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490 | 1 |
_aSpringerBriefs in Education, _x2211-1921 |
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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 |