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First published in 1992, in this title the authors focus their work on the educational implications of their research. Three parts: some widely known models of cognitive development and their implications for education; learning and cognitive acceleration; teaching methods that would improve the acquisition of particular skills in specific areas.
First published in 1992, in this title the authors focus their work on the educational implications of their research. Three parts: some widely known models of cognitive development and their implications for education; learning and cognitive acceleration; teaching methods that would improve the acquisition of particular skills in specific areas.
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Anastasia Efklides, Andreas Demetriou, Michael Shayer
Inhaltsangabe
Foreword. Introduction Part 1: General Principles of Cognitive Organization and Change and Implications for Education 1. Cognitive Development in Educational Contexts: Implications of Skill Theory Thomas R. Bidell and Kurt W. Fischer 2. Modes of Learning, Forms of Knowing, and Ways of Schooling John B. Biggs 3. The Role of Central Conceptual Structures in the Development of Children's Scientific and Mathematical Thought Robbie Case 4. Social Organization of Cognitive Development: Internalization and Externalization of Constraint Systems Jaan Valsiner 5. Structural Systems in Developing Cognition, Science, and Education Andreas Demetriou, Jan-Eric Gustafsson, Anastasia Efklides and Maria Platsidou Part 2: Inducing Cognitive Change 6. Problems and Issues in Intervention Studies Michael Shayer 7. Training, Cognitive Change, and Individual Differences Anastasia Efklides, Andreas Demetriou and Jan-Eric Gustafsson 8. Improving Operational Abilities in Chlidren: Results of a Large-Scale Experiment Benö Csapó 9. Training Scientific Reasoning in Children and Adolescents: A Critical Commentary and Quantitative Integration Luc Goossens Part 3: Applications in Specific Domains 10. Value and Limitations of Analogues in Teaching Mathematics Graeme S. Halford and Gillian M. Boulton-Lewis 11. Developing Thinking Abilities in Arithmetic Class Lauren B. Resnick, Victoria Bill and Sharon Lesgold 12. Causal Theories, Reasoning Strategies, and Conflict Resolution by Experts and Novices in Newtonian Mechanics J. Ignacio Pozo and Mario Carretero 13. Cognitive Prerequisites of Reading and Spelling: A Longitudinal Approach Wolfgang Schneider and Jan Carol Näslund Concluding Chapter 14. Returning to School: Review and Discussion John B. Biggs. Name Index. Subject Index.
Foreword. Introduction Part 1: General Principles of Cognitive Organization and Change and Implications for Education 1. Cognitive Development in Educational Contexts: Implications of Skill Theory Thomas R. Bidell and Kurt W. Fischer 2. Modes of Learning, Forms of Knowing, and Ways of Schooling John B. Biggs 3. The Role of Central Conceptual Structures in the Development of Children's Scientific and Mathematical Thought Robbie Case 4. Social Organization of Cognitive Development: Internalization and Externalization of Constraint Systems Jaan Valsiner 5. Structural Systems in Developing Cognition, Science, and Education Andreas Demetriou, Jan-Eric Gustafsson, Anastasia Efklides and Maria Platsidou Part 2: Inducing Cognitive Change 6. Problems and Issues in Intervention Studies Michael Shayer 7. Training, Cognitive Change, and Individual Differences Anastasia Efklides, Andreas Demetriou and Jan-Eric Gustafsson 8. Improving Operational Abilities in Chlidren: Results of a Large-Scale Experiment Benö Csapó 9. Training Scientific Reasoning in Children and Adolescents: A Critical Commentary and Quantitative Integration Luc Goossens Part 3: Applications in Specific Domains 10. Value and Limitations of Analogues in Teaching Mathematics Graeme S. Halford and Gillian M. Boulton-Lewis 11. Developing Thinking Abilities in Arithmetic Class Lauren B. Resnick, Victoria Bill and Sharon Lesgold 12. Causal Theories, Reasoning Strategies, and Conflict Resolution by Experts and Novices in Newtonian Mechanics J. Ignacio Pozo and Mario Carretero 13. Cognitive Prerequisites of Reading and Spelling: A Longitudinal Approach Wolfgang Schneider and Jan Carol Näslund Concluding Chapter 14. Returning to School: Review and Discussion John B. Biggs. Name Index. Subject Index.
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