標(biāo)題: Titlebook: Making Meaning by Making Connections; Kathy L. Schuh Book 2017 Springer Science+Business Media B.V. 2017 constructivism.contemprary learni [打印本頁] 作者: fitful 時間: 2025-3-21 16:49
書目名稱Making Meaning by Making Connections影響因子(影響力)
書目名稱Making Meaning by Making Connections影響因子(影響力)學(xué)科排名
書目名稱Making Meaning by Making Connections網(wǎng)絡(luò)公開度
書目名稱Making Meaning by Making Connections網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Making Meaning by Making Connections被引頻次
書目名稱Making Meaning by Making Connections被引頻次學(xué)科排名
書目名稱Making Meaning by Making Connections年度引用
書目名稱Making Meaning by Making Connections年度引用學(xué)科排名
書目名稱Making Meaning by Making Connections讀者反饋
書目名稱Making Meaning by Making Connections讀者反饋學(xué)科排名
作者: 裙帶關(guān)系 時間: 2025-3-21 23:03 作者: Obedient 時間: 2025-3-22 03:15 作者: exclusice 時間: 2025-3-22 07:32
What Do They Link?,s and the students in Mr. Jackson’s classroom who were studying the Roman Empire and engaging in a note-taking process. Structural descriptions of prior knowledge, including Piaget’s schemes, information-processing schema and semantic networks, provide a foundation to compare how the Mind as Rhizome作者: Exclaim 時間: 2025-3-22 11:26
How Is the Linking Process Prompted?,ke with sensory cues. These sensory cues were those aural, visual, function, and tactile “things” in the environment that may be part of the object-sign relationship. After an introduction to the students in Mrs. Schneider’s classroom, who studied the Middle Ages in a 7-week unit, conceptual links a作者: Adj異類的 時間: 2025-3-22 15:21
How Are School Content and What the Students Link Related?,n the elements of the students’ prior learning and the new learning are described as being by example, by shared characteristics, spanning time (now-and-then), and spanning location (here-and-there), noting analogous links. Here-and-there links are illustrated through an extended example of Mr. Ritt作者: 受傷 時間: 2025-3-22 21:04 作者: infatuation 時間: 2025-3-23 00:55 作者: disrupt 時間: 2025-3-23 03:45
Of What Value Are Student Links?,for learning—the focus of this chapter. First, three levels of links indicating their value to potential learning are described. Then,?results of a quantitative study that followed the cases described in this book point to relationships among characteristics of the learning environments, students’ p作者: 可忽略 時間: 2025-3-23 08:21 作者: Congestion 時間: 2025-3-23 12:41 作者: indices 時間: 2025-3-23 16:26
What Do They Link?, metaphor prompts for understanding elements of students’ knowledge that might vary given individual experiences and may even be labeled as misconceptions. The chapter concludes with an introduction to semiotics, which provides a description of how the linking process works as it does.作者: 鋼筆記下懲罰 時間: 2025-3-23 20:10
What Kinds of School Content and School Contexts Link?,content areas, and across activities that explored the content in different ways. The links that were prominent from the students, rather than those that the teachers made, were those that the students made with the activities in which they engaged in the class, rather than the teacher merely telling the students about the content.作者: 女歌星 時間: 2025-3-23 22:23
How Is the Linking Process Prompted?,gh an extended role play example in Mrs. Schneider’s classroom as she and her students compare the hierarchies that existed in the Middle Ages and the game of chess that many of the students were playing.作者: 暗諷 時間: 2025-3-24 04:24
Of What Value Are Student Links?,es reported throughout this book. The chapter concludes with a nod to the importance of students learning to regulate their linking processes; to ignore those surface links that may be a hindrance to learning and use strategies to purposefully explore useful links.作者: 1分開 時間: 2025-3-24 06:42
How Are School Content and What the Students Link Related?,nd-then), and spanning location (here-and-there), noting analogous links. Here-and-there links are illustrated through an extended example of Mr. Ritter’s introduction to their unit on expository writing about the culture of China.作者: sundowning 時間: 2025-3-24 13:47
How Is the Linking Process Supported or Inhibited in the Classroom?, links in the classroom. The discussion points to developed culture of the classroom as one that may provide opportunity and experiences to create links and acceptance of shared links. The chapter concludes with examples of varied responses to the student-shared links and also how students may preface their links to be heard.作者: Lyme-disease 時間: 2025-3-24 16:39 作者: 捏造 時間: 2025-3-24 22:04 作者: 忍耐 時間: 2025-3-25 01:09 作者: FLINT 時間: 2025-3-25 04:23 作者: Cursory 時間: 2025-3-25 09:13 作者: 游行 時間: 2025-3-25 13:47
Kathy L. SchuhDeep look at an often overlooked element of how learners construct their knowledge.Interpretations guided by the Mind as Rhizome metaphor and Peircian semiotics.Well-documented grounded theory of how 作者: EXCEL 時間: 2025-3-25 17:04 作者: yohimbine 時間: 2025-3-25 21:52
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