2020_Book_TheModelsOfEngagedLearningAndT.pdf

This book provides a practical philosophy for promoting students' sophisticated thinking from Early Childhood to PhD in ways that explicitly interconnect across the years of education. It will help teachers, academics and the broader learning and teaching community to understand and implement t...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Γλώσσα:English
Έκδοση: Springer Nature 2020
Διαθέσιμο Online:https://www.springer.com/9789811526831
id oapen-20.500.12657-37702
record_format dspace
spelling oapen-20.500.12657-377022020-05-14T00:43:55Z The Models of Engaged Learning and Teaching Willison, John Educational Philosophy Teaching and Teacher Education Learning & Instruction research skill development formal education disciplinary and transdisciplinary learning problem solving critical thinking online and blended learning kindergarten to year 12 higher education transitions across education spanning education Open Access Philosophy & theory of education Teacher training Teaching skills & techniques Cognition & cognitive psychology bic Book Industry Communication::J Society & social sciences::JN Education::JNA Philosophy & theory of education bic Book Industry Communication::J Society & social sciences::JN Education::JNM Higher & further education, tertiary education::JNMT Teacher training bic Book Industry Communication::J Society & social sciences::JN Education::JNT Teaching skills & techniques This book provides a practical philosophy for promoting students' sophisticated thinking from Early Childhood to PhD in ways that explicitly interconnect across the years of education. It will help teachers, academics and the broader learning and teaching community to understand and implement these connections by introducing a conceptual framework, the Models of Engaged Learning and Teaching (MELT). By covering the nature, philosophy, practice and implications of MELT for teachers and students alike, the book will help teachers to facilitate students’ awareness of, and increasing responsibility for, the thinking demanded by subject and discipline-specific learning as well as interdisciplinary learning, whether face to face, online or in blended modes. The book will also provide educators with ways to effectively engage with complex, and sometimes conflicting, contemporary educational concepts, and with a diverse variety of colleagues involved in the learning and teaching enterprise. The book provides guidance that allows curriculum improvement, teacher action research and larger-scale research to be reported on from a common perspective, bridging the gap between those readers focused on research and those focused on teaching. The book shares valuable insights and ways of addressing the contemporary issue of discipline-based learning versus transdisciplinary learning, reducing the dichotomy and enabling the two approaches to complement each other. This is an Open Access book. 2020-05-13T14:21:00Z 2020-05-13T14:21:00Z 2020 book ONIX_20200513_9789811526831_2 http://library.oapen.org/handle/20.500.12657/37702 eng SpringerBriefs in Education application/pdf n/a 2020_Book_TheModelsOfEngagedLearningAndT.pdf https://www.springer.com/9789811526831 Springer Nature Springer 10.1007/978-981-15-2683-1 10.1007/978-981-15-2683-1 6c6992af-b843-4f46-859c-f6e9998e40d5 Springer 140 Singapore open access
institution OAPEN
collection DSpace
language English
description This book provides a practical philosophy for promoting students' sophisticated thinking from Early Childhood to PhD in ways that explicitly interconnect across the years of education. It will help teachers, academics and the broader learning and teaching community to understand and implement these connections by introducing a conceptual framework, the Models of Engaged Learning and Teaching (MELT). By covering the nature, philosophy, practice and implications of MELT for teachers and students alike, the book will help teachers to facilitate students’ awareness of, and increasing responsibility for, the thinking demanded by subject and discipline-specific learning as well as interdisciplinary learning, whether face to face, online or in blended modes. The book will also provide educators with ways to effectively engage with complex, and sometimes conflicting, contemporary educational concepts, and with a diverse variety of colleagues involved in the learning and teaching enterprise. The book provides guidance that allows curriculum improvement, teacher action research and larger-scale research to be reported on from a common perspective, bridging the gap between those readers focused on research and those focused on teaching. The book shares valuable insights and ways of addressing the contemporary issue of discipline-based learning versus transdisciplinary learning, reducing the dichotomy and enabling the two approaches to complement each other. This is an Open Access book.
title 2020_Book_TheModelsOfEngagedLearningAndT.pdf
spellingShingle 2020_Book_TheModelsOfEngagedLearningAndT.pdf
title_short 2020_Book_TheModelsOfEngagedLearningAndT.pdf
title_full 2020_Book_TheModelsOfEngagedLearningAndT.pdf
title_fullStr 2020_Book_TheModelsOfEngagedLearningAndT.pdf
title_full_unstemmed 2020_Book_TheModelsOfEngagedLearningAndT.pdf
title_sort 2020_book_themodelsofengagedlearningandt.pdf
publisher Springer Nature
publishDate 2020
url https://www.springer.com/9789811526831
_version_ 1771297550471528448