標(biāo)題: Titlebook: Geography Education‘s Potential and the Capability Approach; GeoCapabilities and Richard Bustin Book 2019 The Editor(s) (if applicable) an [打印本頁] 作者: False-Negative 時(shí)間: 2025-3-21 19:00
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作者: engrave 時(shí)間: 2025-3-21 21:43 作者: jocular 時(shí)間: 2025-3-22 01:07 作者: 難聽的聲音 時(shí)間: 2025-3-22 05:17
https://doi.org/10.1007/978-3-662-47841-7tial of the capability approach to envision a Future 3 geography curriculum. This research, along with conference presentations and workshops, has developed the concept of GeoCapabilities. Future avenues of research include broadening the empirical base, engaging students, and exploring the capability approach to other subjects.作者: 親密 時(shí)間: 2025-3-22 10:05 作者: climax 時(shí)間: 2025-3-22 13:24
What Is the Purpose of Schools?,l standard of geography education. Geography has the potential to be hugely significant in education through the notions of powerful knowledge and ‘capabilities’; this can provide an alternative ‘big picture’ of a curriculum and move beyond some of the challenges identified.作者: climax 時(shí)間: 2025-3-22 17:39
,Bringing the ‘Geography’ Back in,es thinking. This powerful knowledge of geography can be framed within ‘curriculum making’ to develop Future 3 curriculum thinking in schools; linking teacher pedagogical expertise, subject knowledge, the subject itself, and pupil’s experiences to create meaningful classroom experiences that develop understanding.作者: transplantation 時(shí)間: 2025-3-23 00:13
,The ‘Capabilities Approach’ to Geography Education,le the powerful knowledge of geography plays in affording young people ‘capabilities’ through their education. Examples of what this actually looks like in schools are illustrated through vignettes of powerful knowledge in the geography classroom.作者: 性行為放縱者 時(shí)間: 2025-3-23 01:52 作者: Servile 時(shí)間: 2025-3-23 07:44
,The Potential of a Future 3 ‘Capabilities’ Curriculum,ed subject-based curriculum; a curricular focus on outcomes not outputs; a focus on curriculum as well as pedagogy; a coherent curriculum; a subject specialist in front of every class and the treating of teachers as professionals.作者: BRUNT 時(shí)間: 2025-3-23 10:07
Book 2019sed as ‘GeoCapabilities’, this concept draws on the the capabilities approach developed by Amartya Sen and Martha Nussbaum applied to curriculum thinking in schools. While traditional subjects have often been deemed irrelevant and outdated in an overcrowded secondary school curriculum, subjects like作者: aspect 時(shí)間: 2025-3-23 16:45
ul knowledge’ of geography as a subject in schools has a uniThis book explores the pivotal role that geography as a school subject plays in helping every young person achieve their educational potential. Expressed as ‘GeoCapabilities’, this concept draws on the the capabilities approach developed by作者: –scent 時(shí)間: 2025-3-23 21:27
https://doi.org/10.1007/978-3-322-90071-5ulum’. At the heart of the Future 3 curriculum is socially realist ‘powerful knowledge’, created by communities of experts working within the ‘disciplinary’ rules of their expertise. Powerful knowledge has been expressed through a number of subjects such as maths and physics and forms the basis of GeoCapabilities.作者: 有斑點(diǎn) 時(shí)間: 2025-3-23 22:48
,Mapping a Curriculum ‘Crisis’,ulum’. At the heart of the Future 3 curriculum is socially realist ‘powerful knowledge’, created by communities of experts working within the ‘disciplinary’ rules of their expertise. Powerful knowledge has been expressed through a number of subjects such as maths and physics and forms the basis of GeoCapabilities.作者: micronutrients 時(shí)間: 2025-3-24 03:09
What Is the Purpose of Schools?,s of Mind. Informing these debates include the changing priorities of Government legislation, changing examination criteria, and an increased focus on ‘pedagogy’ not ‘curriculum’. The ‘status’ of geography in schools differs worldwide; in English schools geography is often taught as part of humaniti作者: COST 時(shí)間: 2025-3-24 09:58 作者: 一致性 時(shí)間: 2025-3-24 11:14
,Bringing the ‘Geography’ Back in,to geographical study, and some on geographical skills. The relationship between the university discipline and school subject has changed, with the former driving the latter for much of its existence until the fixing of school geographical content in the National Curriculum created a divide between 作者: 大看臺(tái) 時(shí)間: 2025-3-24 18:06
,The ‘Capabilities Approach’ to Geography Education,s measure of individual freedom is an alternative to more tangible measures such as wealth. Some writers have tried to ‘define’ a list of universal capabilities whilst developing capability theories. When applied to curriculum thinking, the capabilities approach expresses the ways education can enab作者: Blood-Clot 時(shí)間: 2025-3-24 19:24 作者: 發(fā)電機(jī) 時(shí)間: 2025-3-25 02:06 作者: 涂掉 時(shí)間: 2025-3-25 06:09
Book 2019ties..?.GeoCapabilities focuses on both what is being taught and why,and as such provides a framework of curriculum thinking which will be of interest and value to geography teachers, school leaders with curriculum development responsibilities and all those interested in the capability approach and 作者: Host142 時(shí)間: 2025-3-25 09:12
Geography Education‘s Potential and the Capability ApproachGeoCapabilities and 作者: Glower 時(shí)間: 2025-3-25 13:08
Geography Education‘s Potential and the Capability Approach978-3-030-25642-5作者: Communal 時(shí)間: 2025-3-25 16:35 作者: outskirts 時(shí)間: 2025-3-25 21:42 作者: 被詛咒的人 時(shí)間: 2025-3-26 00:33 作者: 自愛 時(shí)間: 2025-3-26 04:31 作者: 使迷惑 時(shí)間: 2025-3-26 10:22 作者: ALT 時(shí)間: 2025-3-26 13:56 作者: 清楚 時(shí)間: 2025-3-26 19:23 作者: curettage 時(shí)間: 2025-3-26 21:38 作者: 傲慢物 時(shí)間: 2025-3-27 02:43 作者: 高原 時(shí)間: 2025-3-27 07:04
https://doi.org/10.1007/978-3-030-25642-5Geography education; Geocapabilites; Capability Framework; Amartya Sen; The Capability Approach; Geograph作者: DEAF 時(shí)間: 2025-3-27 10:10
Channel Noise Measurements in Nerveransitions between different channel states. In Ranvier nodes the component of the sodium current fluctuations which corresponds to the sodium inactivation process observed in voltage-clamp experiments is much larger than expected from a simple Hodgkin-Huxley scheme with statistically independent ac作者: harmony 時(shí)間: 2025-3-27 16:56
Software Tools for SOM,roceed in unexpected ways depending on the parameters and training sequences selected. At least in the beginning, the learning process may seem to fluctuate in an unpredictable fashion. Therefore special precautions must be taken.作者: 大暴雨 時(shí)間: 2025-3-27 21:27
The Eternal Laws of Form: Morphotypes and the Conditions of Existence in Goethe’s Biological Thoughtne the conditions and laws under which the different forms of life exist and their causes. Treviranus was not alone in forging the outlines of the new science of life. He was in fact consciously synthesizing discussions that had been going on for at least a decade in Germany involving such persons a
