Schooling and the acquisition of knowledge [Libro electrónico] Por Richard C. Anderson, editor [y otros dos ]

By: Anderson, Richard C [Editor(a)]
Contributor(s): Spiro, Rand J [Editor(a)] | Montague, William E [Editor(a)]
Material type: TextTextLanguage: English Series: Routledge library editions: psychology of education Volumen 2Publisher: London: Routledge, 2018Edition: First publishedDescription: 448 páginas: Ilustraciones (incluye fotografías, dibujos, etc)Content type: texto Media type: computer Carrier type: online resourceISBN: 9781138280410; 9781315271644Subject(s): Psicología de la educación | Educación | EscolarizaciónDDC classification: 370.15 Online resources: Click here to access online
Incomplete contents:
1 Types of Knowledge and Purposes of Education. —2 Schooling and the Facilitation of Knowing. — 3 The Languages of Instruction: The Literate Bias of Schooling. — 4 The Representation of Knowledge in Memory1. — 5 Remembering Information from Text: The "State of Schema" Approach. — 6 The Structure of Prose: Effects on Learning and Memory and Implications for Educational Practice. — 7 Cognitive Development and the Acquisition of Concepts. — 8 Attitudes, Beliefs, and Information Acquisition. — 9 We Know Who Knows, but Why?. — 10 Processes in Acquiring Knowledge. — 11 The Acquisition of Knowledge in the Classroom. — 12 Schooling and the Relevance of Research: General Discussion. — The Notion of Schemata and the Educational Enterprise: General Discussion of the Conference
Abstract: Originally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist.Abstract: Originalmente publicado en 1977, este libro informa las actas de una conferencia patrocinada por el Centro de Investigación y Desarrollo de Personal de la Marina. El único hilo conductor de todos los documentos formales y el diálogo fue que el conocimiento que una persona ya posee es el determinante principal de lo que ese individuo puede aprender de una experiencia educativa. Se abordaron estas preguntas: ¿Cómo se organiza el conocimiento? ¿Cómo se desarrolla el conocimiento? ¿Cómo se recupera y utiliza el conocimiento? ¿Qué técnicas de instrucción prometen facilitar la adquisición de nuevos conocimientos? Los tipos de respuestas proporcionadas se caracterizan tanto por su especificidad como por su especificidad. En consecuencia, el volumen debe ser de interés tanto para el generalista como para el especialista.
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Incluye Bibliografía

1 Types of Knowledge and Purposes of Education. —2 Schooling and the Facilitation of Knowing. — 3 The Languages of Instruction: The Literate Bias of Schooling. — 4 The Representation of Knowledge in Memory1. — 5 Remembering Information from Text: The "State of Schema" Approach. — 6 The Structure of Prose: Effects on Learning and Memory and Implications for Educational Practice. — 7 Cognitive Development and the Acquisition of Concepts. — 8 Attitudes, Beliefs, and Information Acquisition. — 9 We Know Who Knows, but Why?. — 10 Processes in Acquiring Knowledge. — 11 The Acquisition of Knowledge in the Classroom. — 12 Schooling and the Relevance of Research: General Discussion. — The Notion of Schemata and the Educational Enterprise: General Discussion of the Conference

Originally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist.

Originalmente publicado en 1977, este libro informa las actas de una conferencia patrocinada por el Centro de Investigación y Desarrollo de Personal de la Marina. El único hilo conductor de todos los documentos formales y el diálogo fue que el conocimiento que una persona ya posee es el determinante principal de lo que ese individuo puede aprender de una experiencia educativa. Se abordaron estas preguntas: ¿Cómo se organiza el conocimiento? ¿Cómo se desarrolla el conocimiento? ¿Cómo se recupera y utiliza el conocimiento? ¿Qué técnicas de instrucción prometen facilitar la adquisición de nuevos conocimientos? Los tipos de respuestas proporcionadas se caracterizan tanto por su especificidad como por su especificidad. En consecuencia, el volumen debe ser de interés tanto para el generalista como para el especialista.

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