標(biāo)題: Titlebook: Design Thinking for Education; Conceptions and Appl Joyce Hwee Ling Koh,Ching Sing Chai,Huang-Yao Hong Book 2015 Springer Science+Business [打印本頁(yè)] 作者: cobble 時(shí)間: 2025-3-21 17:20
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書目名稱Design Thinking for Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書目名稱Design Thinking for Education被引頻次
書目名稱Design Thinking for Education被引頻次學(xué)科排名
書目名稱Design Thinking for Education年度引用
書目名稱Design Thinking for Education年度引用學(xué)科排名
書目名稱Design Thinking for Education讀者反饋
書目名稱Design Thinking for Education讀者反饋學(xué)科排名
作者: 文件夾 時(shí)間: 2025-3-22 00:09 作者: 譏笑 時(shí)間: 2025-3-22 04:26
Design Thinking and Education,to resolve complex problems and to fulfill human needs and wants; (3) the need for a review of current pedagogical practices while embracing constructivism where design is deemed as a main pedagogical activity (Kafai, Constructionism. In: Sawyer K (ed) Cambridge handbook of the learning sciences. Ca作者: 含糊其辭 時(shí)間: 2025-3-22 07:19 作者: Countermand 時(shí)間: 2025-3-22 11:24 作者: 星球的光亮度 時(shí)間: 2025-3-22 16:41
essionalsto consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of978-981-10-1333-1978-981-287-444-3作者: 星球的光亮度 時(shí)間: 2025-3-22 17:34
Foreign Capital In Developing Economieslysis-design turns that occur iteratively. These are the design processes whereby knowledge of new instructional practices is being created through teachers’ design talk. Implications for enhancing teachers’ design talk are discussed.作者: 我的巨大 時(shí)間: 2025-3-22 22:10
Design Thinking and In-Service Teachers,lysis-design turns that occur iteratively. These are the design processes whereby knowledge of new instructional practices is being created through teachers’ design talk. Implications for enhancing teachers’ design talk are discussed.作者: 壓倒性勝利 時(shí)間: 2025-3-23 04:08 作者: 卡死偷電 時(shí)間: 2025-3-23 07:40
Critical Perspectives on Design and Design Thinking,er individually or in combination. For this reason, it is important to be familiar with the strengths and limitations of the principal works of these seminal thinkers. The chapter then goes on to discuss historical, cultural, and ethical dimensions of design.作者: occurrence 時(shí)間: 2025-3-23 12:14
Allocation of Public External Loansences of 21st century learning dimensions. The chapter also considers the kinds of technological pedagogical content knowledge (TPACK) that teachers need to support their design of 21st century learning experiences as well as how TPACK may feature in teachers’ design decisions in such contexts.作者: 鋼筆記下懲罰 時(shí)間: 2025-3-23 16:49 作者: 鞠躬 時(shí)間: 2025-3-23 19:57 作者: 量被毀壞 時(shí)間: 2025-3-24 00:34 作者: 裂口 時(shí)間: 2025-3-24 03:48 作者: 黃油沒(méi)有 時(shí)間: 2025-3-24 09:59 作者: uveitis 時(shí)間: 2025-3-24 13:08
Design Thinking and Preservice Teachers,nking capacity with the help of an innovative pedagogical approach called knowledge building. Potentials and challenges associated with knowledge-building practices for fostering design thinking among preservice teachers are discussed.作者: 使虛弱 時(shí)間: 2025-3-24 18:04
Developing and Evaluating Design Thinking, to engage in design work. The development of design thinking can also be supported through a multi-prong approach where design perceptions, design processes, and design outcomes are being evaluated. The issues and challenges involved are then discussed.作者: NEEDY 時(shí)間: 2025-3-24 20:21 作者: 規(guī)范就好 時(shí)間: 2025-3-25 01:30 作者: Tonometry 時(shí)間: 2025-3-25 04:50
Allocation of Public External Loanssocial-cultural, cognitive, metacognitive, productivity, and technological dimensions. It then discusses how design experiences can be used to foster these 21st century learning dimensions in students. A design-thinking model is then presented to articulate how students can be guided in their experi作者: compel 時(shí)間: 2025-3-25 11:11 作者: Vasodilation 時(shí)間: 2025-3-25 12:55
Conclusion: Net Gains in a Dynamic Settingteachers need to be equipped with design-thinking skills so that they can design effective lessons. This chapter discusses the relationships between design thinking and preservice teacher preparation. It then examines two case studies that focus on promoting Taiwanese preservice teachers’ design-thi作者: ALERT 時(shí)間: 2025-3-25 16:47
Foreign Capital In Developing Economiesdesign as well as the knowledge that teachers create throughout the design process were two lenses used to understand teachers’ design activity. Using case studies of Singapore in-service teachers engaging in educational innovation, the design processes undertaken by teachers when designing among th作者: Mendacious 時(shí)間: 2025-3-25 22:08 作者: Ingest 時(shí)間: 2025-3-26 03:25 作者: 行為 時(shí)間: 2025-3-26 04:54
http://image.papertrans.cn/d/image/268474.jpg作者: 期滿 時(shí)間: 2025-3-26 11:04
Foreign Capital In Developing EconomiesThis chapter summarizes the potential contributions of design thinking to the field of education and the challenges faced in current practice. It then discusses the future directions for developing the educational applications of design thinking.作者: 吸引人的花招 時(shí)間: 2025-3-26 16:13
Conclusion,This chapter summarizes the potential contributions of design thinking to the field of education and the challenges faced in current practice. It then discusses the future directions for developing the educational applications of design thinking.作者: Throttle 時(shí)間: 2025-3-26 20:49 作者: Enteropathic 時(shí)間: 2025-3-27 00:33 作者: 以煙熏消毒 時(shí)間: 2025-3-27 04:12 作者: URN 時(shí)間: 2025-3-27 07:04 作者: 場(chǎng)所 時(shí)間: 2025-3-27 09:33 作者: PAN 時(shí)間: 2025-3-27 16:41 作者: 弄皺 時(shí)間: 2025-3-27 19:51 作者: larder 時(shí)間: 2025-3-28 00:05 作者: 喚起 時(shí)間: 2025-3-28 05:56
Developing and Evaluating Design Thinking,f teachers and students. It proposes that design thinking can be developed through the purposive selection and sequencing of design problems as well as through the reflection and understanding of design reasoning. These processes can also support the long-term development of the desired dispositions作者: 輕而薄 時(shí)間: 2025-3-28 08:19 作者: 松緊帶 時(shí)間: 2025-3-28 13:07 作者: 坦白 時(shí)間: 2025-3-28 17:28
2367-1769 ces that can identify the diverse knowledge and learnings in.This book bridges the gap between Education for Sustainable Development and community development and examines the contributions of critical environmental education as a theoretical framework to the policy, research, and practice of Educat作者: 懶惰人民 時(shí)間: 2025-3-28 22:21
