Threshold Concepts in Problem-based Learning, Maggi Savin-Baden, Gemma Tombs

Автор: Maggi Savin-Baden, Gemma Tombs
Название: Threshold Concepts in Problem-based Learning
ISBN: 9004375104 ISBN-13(EAN): 9789004375109
Издательство: Brill
Цена: 59770.00 T
Наличие на складе: Невозможна поставка.
Описание: Threshold Concepts in Problem-based Learning provides a critical discussion and guidance for educational researchers, teachers, innovators and policy makers wanting to explore the interrelationship of PBL and threshold concepts. Beginning with an introduction to both areas and offering an overview of the current issues, this volume delivers 11 innovative, research-based chapters from around the world. It outlines the major threshold concepts faced by those disciplines that have adopted PBL, and then examines the impact of threshold concepts on student learning. What is unique about this text is the way it examines PBL as a pedagogy in which students get stuck in the learning process and the thresholds they encounter as they learn to adapt.

Автор: Stacey Susan
Название: Inquiry-Based Early Learning Environments: Creating, Supporting, and Collaborating
ISBN: 1605545813 ISBN-13(EAN): 9781605545813
Издательство: Mare Nostrum (Eurospan)
Рейтинг:
Цена: 40650.00 T
Наличие на складе: Нет в наличии.
Описание: Takes an in-depth look at children`s inquiry. What does inquiry look like in early childhood settings? How does the environment affect children`s inquiries and teachers` thought processes? This book examines inquiry in all its facets. Throughout, stories about environments and approaches to inquiry from around the world are included as examples.

Название: Threshold Concepts in Practice
ISBN: 9463005110 ISBN-13(EAN): 9789463005111
Издательство: Brill
Рейтинг:
Цена: 119540.00 T
Наличие на складе: Невозможна поставка.
Описание: Threshold Concepts in Practice brings together fifty researchers from sixteen countries and a wide variety of disciplines to analyse their teaching practice, and the learning experiences of their students, through the lens of the Threshold Concepts Framework. In any discipline, there are certain concepts—the ‘jewels in the curriculum’—whose acquisition is akin to passing through a portal. Learners enter new conceptual (and often affective) territory. Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view. These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learner in a ‘liminal’state of transition, a ‘betwixt and between’space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learner’s development but where they can oscillate and remain for considerable periods. These spaces require not only conceptual but ontological and discursive shifts. This volume, the fourth in a tetralogy on Threshold Concepts, discusses student experiences, and the curriculum interventions of their teachers, in a range of disciplines and professional practices including medicine, law, engineering, architecture and military education.