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  • MPI Ethno. Forsch.  (5)
  • 2010-2014  (5)
  • 1950-1954
  • 1945-1949
  • Kinshuk  (3)
  • Eijck, Michiel van  (2)
  • Education  (5)
  • 1
    Online Resource
    Online Resource
    Reshaping Learning : Frontiers of Learning Technology in a Global Context (2013)
    Berlin : Springer
    Details
    ISBN: 9783642323010 , 1283944650 , 9781283944656
    Language: English
    Pages: Online-Ressource (XVII, 450 p. 64 illus, digital)
    Series Statement: New Frontiers of Educational Research
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Reshaping learning
    RVK:
    DP 2600
    RVK:
    DP 2580
    Keywords: Computer science ; Education ; Education ; Computer science ; Aufsatzsammlung ; E-Learning ; Lerntheorie ; Bildungsforschung ; Unterricht ; Neue Medien ; Lernen ; Neue Medien ; Unterricht ; Neue Medien ; Aufsatzsammlung
    Abstract: This edited volume presents selected papers from distinguished experts and professors in learning technologies and related fields, all of them pioneers with innovative approaches to the development of learning technologies. This book will address the main issues concerned with current trends in and the future development of learning processes, innovative pedagogies, the effects of new technologies on education, and future learning content. Learning technologies have been affected by technological advances and changes in the field of education. Today we cannot afford to first observe changes and then adapt to them; instead we need to predict changes and respond to them positively and actively in order to shape trends more beneficially. This book collects the latest concepts at the frontier of learning education and future developments with regard to learning, pedagogies, and learning technologies in order to arrive at an image of learning education in the near future.
    Description / Table of Contents: Reshaping Learning; Foreword; Preface; Contents; Part I New Shape of Learning; 1 The New Shape of Learning: Adapting to Social Changes in the Information Society; Abstract; 1.1…The Need to Reshape Learning to Reflect Social Changes in Today's Information Society; 1.2…Connected Learning: Matching Learning with Social Change; 1.2.1 Transitioning from Traditional Learning to Connected Learning; 1.2.2 The Characteristics of Connected Learning; 1.2.3 Teaching Methodology Changes Required by Connected Learning; 1.2.4 Preparation: From Preparing Lessons to Designing Learning Activities
    Description / Table of Contents: 1.2.5 Process: From Lecturing to Organizing Learning Activities1.2.6 Evaluation: From Examinations to the Entire Learning Process; 1.2.7 Services: From Monitoring to Providing Support for the Learning Process; 1.3…The Learning Scenario: Identifying When, Where and How Learning Occurs; 1.3.1 The Meaning of Learning from Different Perspectives; 1.3.2 The Concept of a Learning Scenario; 1.3.3 The Features of Five Typical Learning Scenarios; 1.4…Five Laws on Technology Enhanced Learning; 1.4.1 Technology Enhanced Learning (TEL) and Learning Scenarios
    Description / Table of Contents: 1.4.2 Conditions for Effective Learning Activities1.4.3 The Five Laws of TEL; 1.4.3.1 Law 1: On Intrinsic Access to e-Learning Resources; 1.4.3.2 Law 2: On Virtual Learning Communities; 1.4.3.3 Law 3: On Learning Management Systems; 1.4.3.4 Law 4: On user's Understanding of the Designer's Intention; 1.4.3.5 Law 5: On Learners Asking for Help; 1.5…The Transformation of Digital Resources from Nibbled Learning to Connected Learning; 1.5.1 Typical Forms of Digital Resources for Nibbled Learning; 1.5.1.1 Classroom Migration Resources (CMR): A Metaphor for Traditional Classroom Transfer
    Description / Table of Contents: 1.5.1.2 Digitalized Independent-Learning Resources (DIR): A Metaphor for the Digitalization of Self-Study Materials1.5.1.3 Simple Mixed Resources (SMR): A Metaphor for the Mixing of Traditional and Digitalized Learning Resources; 1.5.2 Typical Forms of Digital Resources for Connected Learning; 1.5.2.1 Mini Courseware and ''Apps'' (MCA); 1.5.2.2 Task Oriented Resources (TOR); 1.5.2.3 Experience Oriented Resources (EOR); 1.5.2.4 Collaboration Oriented Resources (COR); 1.5.2.5 Social Learning Resources (SLR); 1.6…Other Aspects on the Transmission from Nibbled Learning to Connected Learning
    Description / Table of Contents: 1.6.1 Focus on the Research on Learning Psychology in the Technology Environment1.6.2 Pay More Attention to the Design and Support of Learning Activities; 1.6.2.1 Learning Support and Services; 1.6.2.2 Training for Teachers; 1.6.2.3 More Comprehensive Review and Study on the Application of Computer in Education; References; 2 Emerging Dimensions of Learning; Abstract; 2.1…Introduction; 2.2…In the Quest for Ideal Learning; 2.3…Four Seasons of Exploring Learning Approaches in Diverse Settings; 2.3.1 Spring: Preparing the ground---Kids' Club
    Description / Table of Contents: 2.3.2 Summer: Growth by Cross-Fertilizing Formal and Informal Education---Contextualized ICT Education in Developing Countries
    Note: Description based upon print version of record
    DOI: 10.1007/978-3-642-32301-0
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
    URL: Inhaltsverzeichnis
    URL: Inhaltstext
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  • 2
    Online Resource
    Online Resource
    Imagination of Science in Education : From Epics to Novelization (2013)
    Dordrecht : Springer
    Details
    ISBN: 9789400753921 , 1283910292 , 9781283910293
    Language: English
    Pages: Online-Ressource (XXVIII, 240 p. 30 illus, digital)
    Series Statement: Cultural Studies of Science Education 7
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DP 4600
    Keywords: Philosophy (General) ; Science Philosophy ; Education Philosophy ; Philosophy ; Philosophy (General) ; Science Philosophy ; Education Philosophy ; Naturwissenschaftlicher Unterricht ; Schüler ; Imagination
    Abstract: Researchers agree that schools construct a particular image of science, in which some characteristics are featured while others end up in oblivion. The result is that although most children are likely to be familiar with images of heroic scientists such as Einstein and Darwin, they rarely learn about the messy, day-to-day practice of science in which scientists are ordinary humans. Surprisingly, the process by which this imagination of science in education occurs has rarely been theorized. This is all the more remarkable since great thinkers tend to agree that the formation of images - imagination - is at the root of how human beings modify their material world. Hence this process in school science is fundamental to the way in which scientists, being the successful agents in/of science education, actually create their own scientific enterprise once they take up their professional life.One of the first to examine the topic, this book takes a theoretical approach to understanding the process of imagining science in education. The authors utilize a number of interpretive studies in both science and science education to describe and contrast two opposing forces in the imagination of science in education: epicization and novelization. Currently, they argue, the imagination of science in education is dominated by epicization, which provides an absolute past of scientific heroes and peak discoveries. This opens a distance between students and today’s scientific enterprises, and contrasts sharply with the wider aim of science education to bring the actual world of science closer to students. To better understand how to reach this aim, the authors offer a detailed look at novelization, which is a continuous renewal of narratives that derives from dialogical interaction. The book brings together two hitherto separate fields of research in science education: psychologically informed research on students’ images of science and semiotically informed research on images of science in textbooks. Drawing on a series of studies in which children participate in the imagination of science in and out of the classroom, the authors show how the process of novelization actually occurs in the practice of education and outline the various images of science this process ultimately yields.
    Description / Table of Contents: Imagination of Science in Education; Preface; Contents; Introduction: Imagination, Epicization, and Novelization in Science Education; Part I Epics of Science in Science Education; Chapter 1: The Heroes of Science; Science Curricula and Students' Images of Scientists; Representations of Scientists in Textbooks; Case 1: Louis Pasteur; Narratives, Identity, and Scientific Practice; Cultural-Historical Activity Theory; Common Structures in the Representation of Scientists; Principles of Semiotic Analysis; Deletion of Lives and Works; Case 2: Mendel's Laws; Case 3: Darwin's Voyage
    Description / Table of Contents: Production of Heroic ImagesSo What?; Chapter 2: What Scientific Heroes Are (Not) Doing; Scientists and Cartesian Graphs; Ethnographic Background; Semiological Model of Scientists' Graph Reading; Segmenting Inscriptions: From It to Signifier; Hermeneutic Reading: From Signifier to "Natural Object"; Transparent Reading: Fusion of Signifier and "Natural Object"; Tracking Water; Trajectories: Between Natural Object, Signifiers, and It; The Making of Heroes; Part II A Need for Novelized Images of Science; Chapter 3: Science as One Form of Human Knowing; Multiculturalism Versus Universalism
    Description / Table of Contents: A Need for a Different EpistemologyTEK and Science as Forms of Human Knowledge; Producing Scientific Knowledge/Reducing Local Contexts; Applying Scientific Knowledge/Reducing Local Contexts; Toward a Dialogic Conception of the TEK-Science Relation; Chapter 4: Science as Dynamic Practice; Genomics as a Case of the Dynamics of Science; Capturing the Dynamics of Science; Definitions of Scientific Literacy and the Dynamics of Science; Scientific Literacy as Set of Cognitive Objectives; Scientific Literacy as Individually Constructed Knowledge
    Description / Table of Contents: Scientific Literacy as an Emergent Feature of Collective Human ActivityCollective Activity and Students' Agency in Genomics Education; Toward Novelization in Genomics Education; Part III Toward Novelization in/of Science Education; Chapter 5: Scientific Literacy in the Wild; Struggle for Access to the Collective Water Grid; The Birth of a Concept; Repeated Re/definition; Standards Cannot Capture Scientific Literacy in the Wild; Rethinking the Nature of Knowledge and Scientific Literacy; Novelizing "Scientific Literacy"; Chapter 6: Translations of Scientific Practice
    Description / Table of Contents: Research on Students' "Images of Science"Scientific Practice, Human Activity, and "Imagification"; Ethnography of Science and Internship; "Students' Images of Science"; Interpreting Translations of Scientific Practices; How Are "Images of Science" Produced?; Episode 1; Episode 2; Episode 3; Episode 4; The Epic Nature of "Students' Images of Science"; Chapter 7: Place and Chronotope; A Beautiful Marine Park; Place as Problematic; Ecological Place-Based Education; Critical Pedagogy of Place; Place as Voice; Place as Living Entity; Place as Chronotope; The Notion of Chronotope
    Description / Table of Contents: Place as Chronotope
    Description / Table of Contents: Preface -- INTRODUCTION: Imagination, Epicization, and Novelization in Science Education -- PART I: EPICS OF SCIENCE IN SCIENCE EDUCATION -- 1. The Heroes of Science -- 2. What Scientific Heroes Are (Not) Doing -- PART II: A NEED FOR NOVELIZED IMAGES OF SCIENCE -- 3. Science as One Form of Human Knowing -- 4. Science as Dynamic Practice -- PART III: TOWARD NOVELIZATION IN/OF SCIENCE EDUCATION -- 5. Scientific Literacy in the Wild -- 6. Translations of Scientific Practice -- 7. Place and Chronotope -- PART IV: NOVELIZING DISCOURSE IN SCIENCE EDUCATION -- 8. Science Education for Sustainable Development -- 9. Novelizing Native and Scientific Discourse -- 10. Fullness of Life as a Minimal Novelizing Unit -- CODA: Novelizing the Novelized Image of Science in Education -- References -- Index..
    Note: Description based upon print version of record
    DOI: 10.1007/978-94-007-5392-1
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 3
    Online Resource
    Online Resource
    Towards Learning and Instruction in Web 3.0 : Advances in Cognitive and Educational Psychology (2012)
    New York, NY : Springer Science+Business Media, LLC
    Details
    ISBN: 1283444186 , 9781461415398 , 9781283444187
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.33/44678
    RVK:
    DP 1960
    RVK:
    AP 15946
    Keywords: Education ; Educational psychology ; Consciousness ; Computerunterstützter Unterricht
    Abstract: Towards Learning and instruction in Web 3.0, which includes selected expanded papers from CELDA (Cognition and Exploratory Learning in the Digital Age) 2010 (http://www.celda-conf.org/) addresses the main issues concerned with evolving learning processes, innovative pedagogies, and technology-based educational applications in the digital age. The convergence of these two disciplines continues to increase and in turn, affects the academic and professional spheres in numerous ways. Towards Learning and Instruction in Web 3.0 addresses paradigms such as just-in-time learning, constructivism, stud
    Description / Table of Contents: Towards Learningand Instruction in Web 3.0; Preface; Acknowledgements; Introduction:Is Web 3.0 Changing Learning and Instruction?; Introduction; Web Generations; Implications for Learning and Instruction; Future Perspectives; References; Contents; Contributors; Part I: Student-Centered Learning; Chapter 1: Facilitating Learning Through Dynamic Student Modelling of Learning Styles; 1 Introduction; 2 Architecture for Dynamic Student Modelling; 2.1 Static Student Modelling Module; 2.2 Notification Mechanism; 2.3 Dynamic Student Modelling Module; 2.4 Learning Style Calculation Module
    Description / Table of Contents: 2.5 Data Extraction Module2.6 Dynamic Analysis Module; 2.7 Student Model; 3 Application of the Architecture in a Learning System; 3.1 Course Structure and Available Behaviour Patterns; 3.2 Providing Adaptive Feedback Based on Learning Styles; 4 Discussion and Conclusions; References; Chapter 2: SQAR: An Annotation-Based Study Process to Enhance the Learner's Personal Learning; 1 Introduction; 2 The Annotation Practice; 3 Learner's Personnel Annotation; 4 Web Annotation Tools; 5 SQAR Process: An Annotation Based Pedagogical Process; 5.1 Learner's Personal Annotation Formalism
    Description / Table of Contents: 5.2 Architecture of SQAR Process5.3 Modeling of SQAR Process; 6 Webannot a Prototype of PAML; 7 Experimentation; 7.1 Participants, Materials and Method; 8 Results; 9 Discussion; 10 Related Work; 11 Conclusion and Future Work; References; Chapter 3: Online Formative Assessment in a Medical PBL-Curriculum; 1 Introduction; 2 Method; 3 Results; 3.1 Current FAs; 3.2 Future Online FA: Students' and Lecturers' Expectations; 4 Discussion; 5 Outlook; 5.1 Requirements for Online FAs; 5.2 Creating a Didactic Metadata Layer; 6 Conclusion; References
    Description / Table of Contents: Chapter 4: The Effect of Project Based Web 2.0-Learning on Students' Outcomes1 Introduction; 2 Project-Based Learning and Informal Learning; 3 Community-Based Project Management Learning Model; 4 Web-Based Learning System: PHD-LAB as a Social Community Project Management System; 5 Learning Content and Activities via PHD-LAB; 6 Aim of this Study and Hypothesis; 6.1 Hypothesis 1: Learners' Performance Between Groups; 6.2 Hypothesis 2: Learners' Attitude Between Groups; 7 Method; 7.1 Research Design; 7.2 Data Collection; 7.3 Reliability of Rubrics; 7.4 Attitude Scale
    Description / Table of Contents: 7.5 Reliability of Attitude Scale8 Results and Discussion; 8.1 Hypothesis 1: Learner Performance Between Groups; 8.2 Hypothesis 2: Learners' Attitude Between Groups; 8.2.1 Attitude Towards CBPM Learning Model; 8.2.2 Outcomes of Learning: Writing of the Final Report; 8.2.3 Attitude Towards Future Work of PHD-LAB System; 9 Conclusion; References; Part II: Collaborative Learning; Chapter 5: Collaborative Language Learning Game as a Device Independent Application; 1 Introduction; 1.1 Pedagogical Concept; 2 Description of the Game; 2.1 Description of the Game States; 2.1.1 Wait/Idle State
    Description / Table of Contents: 2.1.2 Write State
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4614-1539-8
    URL: Volltext  (lizenzpflichtig)
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  • 4
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    Online Resource
    Cultural Studies and Environmentalism : The Confluence of EcoJustice, Place-based (Science) Education, and Indigenous Knowledge Systems (2010)
    Dordrecht : Springer Science+Business Media B.V
    Details
    ISBN: 9789048139293
    Language: English
    Pages: Online-Ressource (XXVIII, 496 p, digital)
    Series Statement: Cultural Studies of Science Education 3
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
    RVK:
    DG 9700
    RVK:
    DP 6300
    Keywords: Science Study and teaching ; Environmental law ; Education ; Education ; Science Study and teaching ; Environmental law
    Abstract: As the first book to explore the confluence of three emerging yet critical fields of study, this work sets an exacting standard. The editors` aim was to produce the most authoritative guide for ecojustice, place-based education, and indigenous knowledge in education. Aimed at a wide audience that includes, but is not restricted to, science educators and policymakers, Cultural Studies and Environmentalism starts from the premise that schooling is a small part of the larger educational domain in which we live and learn. Informed by this overarching notion, the book opens up ways in which home-grown talents, narratives, and knowledge can be developed, and eco-region awareness and global relationships can be facilitated. Incorporating a diversity of perspectives that include photography, poetry and visual art, the work provides a nuanced lens for evaluating educational problems and community conditions while protecting and conserving the most threatened and vulnerable narratives. Editors and contributors share the view that the impending loss of these narratives should be discussed much more widely than is currently the case, and that both teachers and children can take on some of the responsibility for their preservation. The relevance of ecojustice to this process is clear. Ecojustice philosophy is a way of learning about how we frame, or perceive, the world around us-and why that matters. Although it is not synonymous with social or environmental justice, the priorities of ecojustice span the globe in the same way. It incorporates a deep recognition of the appropriateness and significance of learning from place-based experiences and indigenous knowledge systems rather than depending on some urgent "ecological crises" to advocate for school and societal change. With a multiplicity of diverse voices coming together to explore its key themes, this book is an important starting point for educators in many arenas. It brings into better focus a vital role for the Earth`s ecosystems in the context of ecosociocultural theory and participatory democracy alike. "Encompassing theoretical, empirical, and experiential standpoints concerning place-based knowledge systems, this unique book argues for a transformation of (science) education`s intellectual tradition of thinking that emphasizes individual cognition. In its place, the book offers a wisdom tradition of thinking, living, and being that emphasizes community survival in harmony within itself and with Mother Earth." Glen Aikenhead TOC:Forward David T. Sobel and Paige P. Jackins Prologue Michael P. Mueller and Deborah J. Tippins Poetry Arthur J. Stewart Table of Contents ----------- Chapter 1: The Need for Confluence: Why a "River" Runs Through It Deborah J. Tippins and Michael P. Mueller ----Section 1: EcoJustice---- Section Introduction: Nurturing Morally Defensible Environmentalism Michael P. Mueller and Deborah J. Tippins Chapter 2: EcoJustice Education for Science Educators Rebecca A. Martusewicz, John Lupinacci, and Gary Schakenberg Chapter 2a: Toward Awakening Consciousness: A Response to EcoJustice Education and Science Education Michael L. Bentley Chapter 2b: Invoking the Sacred: Reflections on the Implications of EcoJustice for Science Education Maria S. Rivera Maulucci Chapter 3: Local Matters, EcoJustice, and Community Opportunities of Village Life for Teaching Science Wolff-Michael Roth Chapter 3a: Engaging the Environment: Relationships of Demography, EcoJustice, and Science Teacher Education in Response to Wolff-Michael Roth Kurt Love, Teddie Phillipson Mower, and Peter Veronesi Chapter 4: Moral-Ethical Character and Science Education: EcoJustice Ethics through Socioscientific Issues (SSI) Michael P. Mueller and Dana L. Zeidler Chapter 4a: What`s Wrong with Genetic Engineering? Ethics, Socioscientific Issues, and Education Bradley D. Rowe Chapter 4b: Action-Based Science Instruction: Service Learning, Stewardship, and Civic Involvement Jennifer Ponder and Amy Cox-Peterson Chapter 5: Developing a Sustainable Agricultural Curriculum in Malawi: Reconciling a Colonial Legacy with Indigenous Knowledge and Practices George E. Glasson Chapter 5a: When Elephants Fight, It is the Grass that Suffers Norman Thomson Chapter 5b: Working for Change: Reflections on the Issue of Sustainability and Social Change Ajay Sharma Section Summary: Questions for Copenhagen: EcoJustice Perspectives and Summary Deborah J. Tippins and Michael P. Mueller ----Section 2: Place-Based (Science) Education---- Section Introduction: Place-Based (Science) Education: Something is Happening Here Michiel van Eijck Chapter 6: Educating-Within-Place: Care, Citizen Science, and EcoJustice Doug Karrow and Xavier Fazio Chapter 6a: Invoking the Ontological Realm of Place: A Dialogic Response Jennifer Adams, Sheliza Ibrahim, and Miyoun Lim Chapter 7: A Case Study of David, a Native Hawaiian Science Teacher: Cultural Historical Activity Theory and Implications for Teacher Education Pauline W.U. Chinn and David D. Maika`i Hana`ike Chapter 7a: Deconstructing Chinn and Hana`ike: Pedagogy through an Indigenous Lens Suzanne L. Stewart Chapter 7b: Critical Pedagogy of Place: A Framework for Understanding Relationships between People in (Contested) Shared Places Sonya N. Martin Chapter 8: River Advocacy: Valuing Complex Systems as the Groundwork for River Relationships Tina Williams Pagan Chapter 8a: Bringing the Invisible to Light: Art as Places for Advocacy Jamie Calkin Chapter 8b: River Advocacy as a Case of/for Novelizing Discourse in Science Education Michiel van Eijck Chapter 9: Implications of Sense of Place and Place-Based Education for Ecological Integrity and Cultural Sustainability in Diverse Places Steve Semken and Elizabeth Brandt Chapter 9a: Responding to Place David B. Zandvliet Chapter 9b: Envisioning Polysemicity: Generating Insights into the Complexity of Place-Based Research within Contested Spaces Christina A. Siry Section Summary: Place-Based Education as a Call from/to Action Michiel van Eijck ----Section 3: Indigenous Knowledge Systems---- Section Introduction: One Hundred Ways to Use a Coconut Jennifer D. Adams Chapter 10: Traditional Ecological Knowledge (TEK), Border Theory and Justice Lyn Carter and Nicolas Walker Chapter 10a: Considering the Consequences of Hybridity: Protecting Traditional Ecological Knowledge from Predation Deborah J. Tippins, June George, and Stacey Britton Chapter 11: On Critical Thinking, Indigenous Knowledge and Raisins Floating in Soda Water Christopher Darius Stonebanks Chapter 11a: Rethinking Models of Collaboration in Critical Pedagogy: A Response to Stonebanks Cory Buxton and Eugene F. Provenzo, Jr. Chapter 12: `What is Ours and What is Not Ours?`: Inclusive Imaginings of Contextualized Mathematics Teacher Education Bal Chandra Luitel and Peter Charles Taylor Chapter 12a: Responding to Glocalisation and Foundationalism in Science and Math Dawn Sutherland and Denise Henning Chapter 13: Australian Torres Strait Islander Students Negotiate Learning Secondary School Science in Standard Australian English: A Tentative Case for also Teaching and Assessing in Creole Philemon Chigeza and Hilary Whitehouse Chapter 13a: Are We Creating the Achievement Gap? Examining How Deficit Mentalities Influence Indigenous Science Curriculum Choices Jennifer Lance Atkinson Chapter 13b: Indigenous Stories: Knowledge is Sometimes Where You Least Expect to Find It Lauren Waukau-Villagomez and Curry S. Malott Section Summary: Ways to a Waterhole Jennifer D. Adams Chapter 14: EcoDemocracy and School Science: How Projects of Confluence Guide the Development of the Ecosociocultural Michael P. Mueller and Deborah J. Tippins Index.
    Description / Table of Contents: Cultural Studies andEnvironmentalism; Preface; Foreword; Contents; Author Biographies; Prologue; Chapter 1: The Need for Confluence: Why a "River" Runs Through It; Part I:EcoJustice; Part II:Place-Based (Science) Education; Part III:Indigenous Knowledge Systems; Name Index; Subject Index
    Note: Includes bibliographical references and indexes
    DOI: 10.1007/978-90-481-3929-3
    URL: Volltext
    URL: Volltext  (lizenzpflichtig)
    URL: Cover
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  • 5
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    Online Resource
    Learning and Instruction in the Digital Age (2010)
    Boston, MA : Springer Science+Business Media, LLC
    Details
    ISBN: 9781441915511
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    DDC: 371.334
    RVK:
    DP 1960
    Keywords: Education ; Educational psychology
    Abstract: Instruction tailored to the individual student, learning and teaching outside the limits of time and space--ideas that were once considered science fiction are now educational reality, with the prospect of an intelligent Web 3.0 not far distant. Alongside these innovations exists an emerging set of critical-thinking challenges, as Internet users create content and learners (and teachers) take increased responsibility in their work. Learning and Instruction in the Digital Age nimbly balances the technological and pedagogical aspects of these rapid changes, gathering papers from noted researcher
    Description / Table of Contents: Preface; Acknowledgments; Contents; Contributors; Reviewers; 3.1.4 Meaning from Alternative Answers; Part I Cognitive Approaches to Learning and Instruction (Spector); 1 Learning and Instruction in the Digital Age; 1.1 The Dawn of the Digital Age; 1.2 Opportunities and Concerns for Learning and Instruction in the Digital Age; 1.3 A Step Forward: Personal Learning Management Systems; 1.4 Beyond the Digital Age; References; 2 Cognition and Student-Centered, Web-Based Learning: Issues and Implications for Research and Theory; 2.1 Introduction; 2.2 Assumptions Underlying Student-Centered Learning
    Description / Table of Contents: 2.2.1 Locus and Nature of Knowledge2.2.2 Role of Context; 2.2.3 Role of Prior Knowledge and Experience; 2.3 Nagging Issues; 2.3.1 Technical System Knowledge and Familiarity; 2.3.2 Disorientation; 2.3.3 Canonical Versus Individual Meaning: Misconceptions; 2.3.4 Knowledge as Accretion Versus Tool; 2.3.5 To Scaffold or to Direct; 2.3.6 Attitudes, Beliefs, and Practices; 2.3.7 Cognitive Load; 2.3.8 Metacognitive Demands; 2.4 Implications for Research, Theory, and Design; 2.4.1 Can Student-Centered, Web-Based Learning Be Scaffolded?
    Description / Table of Contents: 2.4.2 Will Students Critically Assess the Legitimacy, Veracity, and Accuracy of Resources?2.4.3 Will Scaffolding Help Students to Manage Cognitive Complexity?; 2.4.4 Will Students Negotiate Their Individual Learning Needs?; 2.4.5 Will Students Identify Appropriate and Relevant Resources?; References; 3 Testing as Feedback to Inform Teaching; 3.1 Introduction; 3.1.1 Summative Versus Formative Testing; 3.1.2 Substituting Memorization for Understanding; 3.1.3 The Test Interpretation Problem; 3.2 An Alternative Approach to Test Scoring; 3.2.1 Solving the Linear Dependency Issue
    Description / Table of Contents: 3.2.2 Interpreting the Patterns3.3 Implications for Testing Theory; 3.3.1 Heads or Tails: The Dichotomy Dilemma?; 3.3.2 A Dicey Alternative; 3.3.3 Exposing the Dynamics of Learning; 3.3.4 Associating Independent Tests; 3.4 A New Model for Assessing Learning; 3.4.1 Illustrations Using Actually Student Data; 3.4.2 Student Performance Change; 3.4.2.1 Student 2350; 3.4.2.2 Student 1660; 3.4.2.3 Student 1150; 3.4.2.4 Student 160; 3.5 Summary, Conclusions, and Implications; Appendix; Notes for Appendix; References; 4 Enhancing Learning from Informatics Texts; 4.1 Introduction
    Description / Table of Contents: 4.2 The ConstructionIntegration Model4.2.1 Text Coherence; 4.2.2 The Measurement of Learning; 4.3 The Study; 4.3.1 Method; 4.3.1.1 Participants; 4.3.1.2 Procedure; 4.3.2 Materials and Tasks; 4.3.2.1 Matching Activity (Pre-reading and Post-reading Test); 4.3.2.2 Texts; 4.3.2.3 The Propositional Representation of Text; 4.3.3 Text Recall; 4.3.4 Assessment Questions; 4.3.5 Data Collection; 4.4 Results; 4.4.1 Matching Activity; 4.4.1.1 Reading Rates; 4.4.1.2 Text Recall; 4.4.1.3 Assessment Questions; 4.5 Conclusions and Future Plans; References
    Description / Table of Contents: Part II Knowledge Representation and Mental Models (Ifenthaler)
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
    DOI: 10.1007/978-1-4419-1551-1
    URL: Volltext  (lizenzpflichtig)
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