Literaturnachweis - Detailanzeige
| Autor/inn/en | Lamon, Mary; Laferriere, Therese |
|---|---|
| Titel | Neuroscience, the Learning Sciences, and Innovation. |
| Quelle | In: Education Canada, 43 (2003) 2, S.28-31 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0013-1253 |
| Schlagwörter | Brain; Computer Uses in Education; Elementary Education; Elementary School Students; Foreign Countries; Learning Processes; Metacognition; Prior Learning; Reciprocal Teaching; Science Instruction; Teaching Methods; Canada Gehirn; Computernutzung; Elementarunterricht; Ausland; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorkenntnisse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada |
| Abstract | A review of the role of prior knowledge, metacognition, and intentionality in learning culminates in an example of how knowledge building--the community construction of new knowledge through theory construction and revision--works in a Canadian elementary science class. Comparing theories on the "public forum" of networked software enables students to articulate probing questions, blend findings, and continuously improve ideas. (TD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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