東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ subject:"Learning- Philosophy." ]

切換: 標籤 | MARC模式 | ISBD

Disciplinary intuitions and the desi...

Lim, Kenneth Y.T.

FindBook

Google Book

Amazon

博客來

Disciplinary intuitions and the design of learning environments

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Disciplinary intuitions and the design of learning environments/ edited by Kenneth Y. T. Lim.
其他作者:	Lim, Kenneth Y.T.
出版者:	Singapore :Springer Singapore : : 2015.,
面頁冊數:	xxiii, 201 p. :ill., digital ;24 cm.
內容註:	PART ONE Theoretical and historical foundations -- Chapter 1 Intuitions all around us -- Chapter 2 On the nature of Disciplinary Intuitions -- Chapter 3 Learning through intuition in early China -- Chapter 4 Applying Disciplinary Intuitions to classroom contexts: a constructivist perspective -- PART TWO Delving into Disciplines -- Chapter 5 Developing Disciplinary Intuitions in the Natural Sciences -- Chapter 6 The nature of Intuition in Design -- Chapter 7 From seasons to cisterns - the nature of Geographical Intuition -- Chapter 8 Second Language Intuition: native language and linguistic universals -- Chapter 9 Manifestations of intuitions in the English Language -- Chapter 10 Disciplinary Intuitions in the English Language classroom: implications for practice -- Chapter 11 Surfacing Intuitions through visual novels -- Chapter 12 Mathematical Intuition and storytelling for meaningful learning -- PART THREE Coda -- Chapter 13 Disciplinary Intuitions as Praxis: the role of Intuition in Social Education -- Chapter 14 Misconceptions, Intuitions and Elementary Physics: harnessing everyday understanding in learning environment design.
Contained By:	Springer eBooks
標題:	Learning - Philosophy. -
電子資源:	http://dx.doi.org/10.1007/978-981-287-182-4
ISBN:	9789812871824 (electronic bk.)

Disciplinary intuitions and the design of learning environments
Disciplinary intuitions and the design of learning environments[electronic resource] /edited by Kenneth Y. T. Lim. - Singapore :Springer Singapore :2015. - xxiii, 201 p. :ill., digital ;24 cm.

PART ONE Theoretical and historical foundations -- Chapter 1 Intuitions all around us -- Chapter 2 On the nature of Disciplinary Intuitions -- Chapter 3 Learning through intuition in early China -- Chapter 4 Applying Disciplinary Intuitions to classroom contexts: a constructivist perspective -- PART TWO Delving into Disciplines -- Chapter 5 Developing Disciplinary Intuitions in the Natural Sciences -- Chapter 6 The nature of Intuition in Design -- Chapter 7 From seasons to cisterns - the nature of Geographical Intuition -- Chapter 8 Second Language Intuition: native language and linguistic universals -- Chapter 9 Manifestations of intuitions in the English Language -- Chapter 10 Disciplinary Intuitions in the English Language classroom: implications for practice -- Chapter 11 Surfacing Intuitions through visual novels -- Chapter 12 Mathematical Intuition and storytelling for meaningful learning -- PART THREE Coda -- Chapter 13 Disciplinary Intuitions as Praxis: the role of Intuition in Social Education -- Chapter 14 Misconceptions, Intuitions and Elementary Physics: harnessing everyday understanding in learning environment design.

As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world works, but we would not necessarily have been able to explain these workings. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition. The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions. Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how because these lived experiences are as tacit as they are diverse designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

ISBN: 9789812871824 (electronic bk.)

Standard No.: 10.1007/978-981-287-182-4doiSubjects--Topical Terms:

529064
Learning
--Philosophy.

LC Class. No.: LB1060

Dewey Class. No.: 370.1

Disciplinary intuitions and the design of learning environments
LDR:03568nmm a2200313 a 4500 001 1993192
003 DE-He213
005 20150618154556.0
006 m d
007 cr nn 008maaau
008 151019s2015 si s 0 eng d
020 $a 9789812871824 (electronic bk.)
020 $a 9789812871817 (paper)
024 7 $a 10.1007/978-981-287-182-4 $2 doi
035 $a 978-981-287-182-4
040 $a GP $c GP
041 0 $a eng
050 4 $a LB1060
072 7 $a JNKC $2 bicssc
072 7 $a EDU007000 $2 bisacsh
082 0 4 $a 370.1 $2 23
090 $a LB1060 $b .D611 2015
245 0 0 $a Disciplinary intuitions and the design of learning environments $h [electronic resource] / $c edited by Kenneth Y. T. Lim.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2015.
300 $a xxiii, 201 p. : $b ill., digital ; $c 24 cm.
505 0 $a PART ONE Theoretical and historical foundations -- Chapter 1 Intuitions all around us -- Chapter 2 On the nature of Disciplinary Intuitions -- Chapter 3 Learning through intuition in early China -- Chapter 4 Applying Disciplinary Intuitions to classroom contexts: a constructivist perspective -- PART TWO Delving into Disciplines -- Chapter 5 Developing Disciplinary Intuitions in the Natural Sciences -- Chapter 6 The nature of Intuition in Design -- Chapter 7 From seasons to cisterns - the nature of Geographical Intuition -- Chapter 8 Second Language Intuition: native language and linguistic universals -- Chapter 9 Manifestations of intuitions in the English Language -- Chapter 10 Disciplinary Intuitions in the English Language classroom: implications for practice -- Chapter 11 Surfacing Intuitions through visual novels -- Chapter 12 Mathematical Intuition and storytelling for meaningful learning -- PART THREE Coda -- Chapter 13 Disciplinary Intuitions as Praxis: the role of Intuition in Social Education -- Chapter 14 Misconceptions, Intuitions and Elementary Physics: harnessing everyday understanding in learning environment design.
520 $a As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world works, but we would not necessarily have been able to explain these workings. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition. The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions. Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how because these lived experiences are as tacit as they are diverse designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.
650 0 $a Learning $x Philosophy. $3 529064
650 0 $a Education $x Philosophy. $3 524285
650 0 $a Teaching $x Philosophy. $3 530140
650 1 4 $a Education. $3 516579
650 2 4 $a Curriculum Studies. $3 895988
650 2 4 $a Learning & Instruction. $3 893930
650 2 4 $a Educational Psychology. $3 1005868
700 1 $a Lim, Kenneth Y.T. $3 2057090
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
856 4 0 $u http://dx.doi.org/10.1007/978-981-287-182-4
950 $a Humanities, Social Sciences and Law (Springer-11648)