Cognitive science in education and alternative teaching strategies:
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Newcastle upon Tyne
Cambridge Scholars Publishing
2017
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xxix, 343 Seiten Illustrationen, Diagramme |
| ISBN: | 9781443856843 |
Internformat
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| 245 | 1 | 0 | |a Cognitive science in education and alternative teaching strategies |c edited by Boris Aberšek, Andrej Flogie, Metka Kordigel Aberšek and Magdalena Šverc |
| 264 | 1 | |a Newcastle upon Tyne |b Cambridge Scholars Publishing |c 2017 | |
| 300 | |a xxix, 343 Seiten |b Illustrationen, Diagramme | ||
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| 700 | 1 | |a Šverc, Magdalena |4 edt | |
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Datensatz im Suchindex
| _version_ | 1804177504677658624 |
|---|---|
| adam_text | TABLEOFCONTENTS
PREFACE
XI
ACKNOWLEDGMENT.
XIII
INTRODUCTION
XIV
ABOUT
THEMOMENT
XIV
PARTI:HOWWELEARN
ANDTEACH
CHAPTER
ONE
2
LEVELSOFORGANIZATION
SOCIALLEVELS
3
FROMSOCIAL
TOTHEPSYCHOLOGICAL
LEVEL
5
CHAPTER
TWO
8
COMPETENCY
FOR21
SI
CENTURY
COMPETENCY
DEVELOPMENT
9
CHAPTER
THREE
13
INNOVATIVE
EDUCATIONAL
TECHNOLOGICAL
LANDSCAPE
DEVELOPING
CONCEPT
OFTEACHING
ANDLEARNING
20
TOPICS
INLEARNING
WITHTECHNOLOGY
25
HOWDOESLEARNING
WITHTECHNOLOGY
WORK?
27
CHAPTER
FOUR
30
COGNITIVE
SCIENCE
LEARNING
ANDDEVELOPMENT
31
PERCEPTION
ANDACTION
32
PHILOSOPHY
OFMIND
33
COMPUTER
SCIENCE
35
PSYCHOLOGY
36
VI
TABLE
OFCONTENTS
CHAPTER
FIVE
37
NEUROSCIENCE
LEARNING
ANDMEMORY
37
THEORGANISATION
OFMEMORY
37
WORKING
MEMORY
38
LONG-TERM
MEMORY
39
CANWEIMPROVE
MEMORY?
42
EDUCATIONAL
NEUROSCIENCE
43
CHAPTER
SIX
45
THENEED
FORANEWDISCIPLINE
NEW
PARADIGM:
FROM
INTERDISCIPLINARITY
TOTRANSDISCIPLINARITY
46
NEUROSCIENCE
ANDEDUCATION:
ABRIDGE
TOOFAR?
51
CHALLENGES
TOCOGNITIVE
NEUROSCIENCE
EDUCATION
53
TRANSFORMING
CHALLENGES
INTOOPPORTUNITIES
55
CHAPTER
SEVEN
60
SOME
METHODS
FORDEVELOPING
RIGHER
COGNITIVE
LEVEL
REVISED
BLOOM S
TAXONOMY
(RBT)
60
PROBLEM-BASED
LEARNING
62
PROJECT-BASED
LEARNING
64
BRAIN
BASED
LEARNING
STRATEGY
65
EXPERIENCE-BASED
SYSTEMS
68
AIBASED
LEARNING
TECHNIQUES
69
TECHNOLOGY-ENHANCED
LEARNING
75
REINFORCEMENT
LEARNING
77
INSTANCE-BASED
LEARNING
78
EDUCATIONAL
ENVIRONMENT
-
TUTORING
EDUCATIONAL
SYSTEMS
78
CHAPTER
EIGHT
85
EXAMPLE
OFCOGNITIVE
LEARNING
WITHTECHNOLOGY
THEMODULAR
STRUCTURE
87
BUILDING
BLOCKS
88
LEARNING
STEPS
89
KNOWLEDGE
ASSESSMENT
ANDGRADING
89
VARIABLES
ANDMETADATA
90
PILOT
TECR8
ITSMODEL
91
SYSTEM
FORCOLLECTING
METADATA
ANDVARIABLES
92
ASAMPIE
OFALEARNING
STEPGEARS
USED
INTHEPILOTMODEL...
93
SUMMARY
95
COGNITIVE SCIENCEINEDUCATION ANDALTERNATIVE TEACHING
STRATEGIES
VII
PART11:READING
INTHEPEDAGOGICAL
CONCEPT
-1:1
CHAPTERNINE
99
DIGITALNATIVES
ORWHOANDWHAT
ISAHOMO
ZAPPIENS?
POSITIVE
EFFECT
OFLONG-TERM
ACTIVITIES
INFRONT
OFACOMPUTER
SCREEN
100
NEGATIVE
EFFECT
OFLONG-TERM
ACTIVITIES
INFRONT
OFA
COMPUTER
SCREEN
102
READING
ANDREADING
CURRICULUM
INTHESCHOOL,
TAILORED
TOHOMO
ZAPPIENS
108
CHAPTERTEN
110
READING
CLASSICAL
LINEAR
TEXTS
PRIORKNOWLEDGE
111
INFERENTIAL
REASONING
114
METACOGNITION
(SELF-REGULATION)
116
EMOTIONAL
VARIABLES,
CONNECTED
TOEFFICIENCY
ANDMOTIVATION
120
CHAPTER
ELEVEN
121
ONLINEINFORMATIONAL,
INTERPRETIVE
ANDDISPLAYABLE
TEXTS
PDF
122
CLOSED
HYPERTEXTS
125
UNDERSTANDING
INFORMATIONAL,
INTERPRETIVE
ANDDISPLAYABLE
TEXTS
ONTHEWORLD
WIDE
WEB
138
PRIORKNOWLEDGE
INTHEPROCESS
OFUNDERSTANDING
ONLINE
TEXTS
143
PRIORKNOWLEDGE
CONNECTED
TOKNOWING
THESTRUCTURE
OFONLINE
TEXTS
144
PRIORKNOWLEDGE
CONNECTED
TOELECTRONIC
DEVICES
145
INFERENTIAL
REASONING
INTHEPROCESS
OFUNDERSTANDING
ONLINE
TEXTS.................................................................................
146
METACOGNITION/SELF-REGULATING
PROCESSES
INTHEPROCESS
OFUNDERSTANDING
ONLINE
TEXTS
148
CHAPTERTWELVE
153
INDIVIDUAL
DIFFERENCES
INTHEPROCESS
OFLEAMING
FROME-TEXTBOOK/E-MATERIAL
--+
REFLEXION
FORTHETEACHER
ANDTHERESULTS?
156
SUMMARY
159
VIII
TABLEOFCONTENTS
PART III:CRITICAL
THINKING
BETWEEN
THEORY
ANDPRACTICE:
THOUGHT
EXPERIMENTS
ASANELEMENT
OFARGUMENTATION
CHAPTER
THIRTEEN
162
CRITICAL
THINKING
WITHTHOUGHT
EXPERIMENTS
INTRODUCTION
162
WHAT
ISCRITICAL
THINKING?
163
WHAT
ISATHOUGHT
EXPERIMENT?
170
CONCLUSION
176
CHAPTER
FOURTEEN
177
TOOLS
OFCRITICAL
THINKING
INEDUCATION:
THOUGHT
EXPERIMENTS
INTEACHINGLLEARNING
ETHICS
INTRODUCTION
177
MEANING
ANDBENEFITS
OFCRITICAL
THINKING
INTHEEDUCATIONAL
SYSTEM
178
CRITICAL
THINKING
WHEN
TEACHING,
LEARNING
ANDPRACTICING
ETHICS
182
TEACHING,
LEARNING
ANDPRACTICING
ETHICS
WITHTHOUGHT
EXPERIMENTS
ANDCRITICAL
THINKING
184
SUMMARY
190
PART
IV:FINDINGS
ANDPRACTICE
OFINNOVATIVE
PEDAGOGY
CHAPTER
FIFTEEN
197
INNOVATIVE
TEACHING
ANDTHE21
SI
CENTURY
COMPETENCES
COMPETENCES
INEDUCATION.................................................................
199
DIGITAL
COMPETENCES
201
METHODOLOGY
204
DEVELOPMENT
OFMODEM
SCHOOL
CURRICULA
208
COMPREHENSIVE
IMPLEMENTATION
OFTHEE-PORTFOLIO
INTOTHEINNOVATIVE
SCHOOL...
214
PROJECT
PARTICIPANTS
ROLES
216
FAMILIARISATION
OFSTUDENTS
WITHTHEMAHARA
ENVIRONMENT...
220
ELEMENTS
OFFORMATIVE
MONITORING
221
SETTING
THEGOALS
222
ESTABLISHING
THEPRIOR
KNOWLEDGE
222
STRATEGY
PLANNING
223
FINDINGS
ANDCONCLUSION
225
COGNITIVE SCIENCEINEDUCATION ANDALTERNATIVE TEACHING
STRATEGIES
IX
CHAPTER
SIXTEEN
226
COLLECTING
OFEXAMPLES
OFPROMISING
PRACTICE
INTRODUCTION
226
WHAT
ISANEXAMPLE
OFPROMISING
PRACTICE?
227
COLLECTING
ANDSELECTION
229
CONCLUSION
232
CHAPTER
SEVENTEEN
233
TEACHER
TRAINING
INTHELIGHT
OFTHE21
SI
CENTURY
COMPETENCES
INTRODUCTION
233
TEACHER
TRAINING
PLANNING
236
TRAINING
IMPLEMENTATION
238
FEEDBACK
(ORWHATWEHAVELEARNED)
240
CHAPTER
EIGHTEEN
243
RESOURCE
ANDPROJECT
MANAGEMENT
APPROPRIATE
INFRASTRUCTURE
ASAPRECONDITION
FORSUCCESSFUL
WORK.
248
SUMMARY
250
CONCLUSION
ANDFINDINGS
254
PART
V:
RESEARCH
FINDINGS
CHAPTER
NINETEEN
257
THEPISA2012
STUDY:
COMPARISONS
OFSTUDENT
ACHIEVEMENTS
BETWEEN
PAPER-BASED
ANDCOMPUTER-BASED
ASSESSMENTS
COMPARISONS
OFTHERESULTS
OFTHEPAPER-BASED
ANDCOMPUTER-BASED
ASSESSMENTS
INTHEPISA
2012
STUDY
261
SOCIO-ECONOMIC
ANDCULTURAL
BACKGROUND
OFDIFFERENCES
INSCORES
BETWEEN
THEPAPER-BASED
ANDCOMPUTER-BASED
ASSESSMENTS
268
CHAPTER
TWENTY
273
THEUSEOFICTINLEARNING
FOREIGN
LANGUAGES
-
THERESULTS
OFTHEEUROPEAN
SURVEY
ONLANGUAGE
COMPETENCES
(ESLC)
CHAPTERTWENTY-ONE
283
EVALUATION
OFTHESLOVENIAN
PROJECT
INNOVATIVE
PEDAGOGY
1:1
INTHELIGHTOFTHE21STCENTURY
COMPETENCES
GENERAL
ATTITUDES
TOWARD
THEPROJECT
ANDDEPLOYMENT
OFICTINSCHOOLS
284
PUPILS
ANDSTUDENTS
MOTIVATION
FORSCHOOL
WORK
285
MOTIVATION
FORREADING
286
X
TABLE
OFCONTENTS
ICTCOMPETENCES
OFTHEPARTICIPANTS
286
DEVELOPMENT
OFCRITICAL
THINKING
DURING
LESSONS
287
COOPERATIVE
WORK
287
INDIVIDUALIZATION
OFINSTRUCTION
288
ANALYSIS
OFTEACHERS
FOCUS
GROUPS
ANDOPEN
QUESTIONS
INTHEQUESTIONNAIRES
289
CHAPTER
TWENTY-TWO
290
INNOVATIVE
PEDAGOGY
FORFUTURE
TEACHERS
INTRODUCTION
290
REVIEW
OFRESEARCHES
ONTHEINTEGRATION
OFICTINTEACHING
292
COMPUTER
LITERACY
(DIGITAL
COMPETENCE)
OFFUTURE
TEACHERS
(PRE-SERVICE
TEACHERS)
INSLOVENIA
299
THEINCLUSION
OFINNOVATIVE
PEDAGOGY
CONCEPTS
INTOTHEEDUCATION
PROCESS
OFFUTURE
TEACHERS
302
SUMMARY
303
PART
VI:CONCLUSION
ANDRECOMMENDATION
FORFUTURE
SUMMARY
OFTHEORETICAL
BACKGROUND
308
HOW
TOTEACH
309
CRITICAL
THINKING
311
ONLINE
READING/LEARNING
COMPETENCE
314
FROM
THEORY
TOPRACTICE
316
SOME
CONCLUSIONS
ANDRECOMMENDATIONS
317
SCHOOL
CURRICULA
317
EXAMPLES
OFPROMISING
PRACTICE
317
TRAIN
THETRAINER
-FEEDBACK
(ORWHAT
WEHAVE
LEAMED)
318
ORGANIZATION
OFIMPLEMENTATION
320
REFERENCES
.......................*....*.....*..........*....*...............*..............*......*......
322
INDEX..........................*....*.....*....*.....................*...........*..........................*
341
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| spelling | Cognitive science in education and alternative teaching strategies edited by Boris Aberšek, Andrej Flogie, Metka Kordigel Aberšek and Magdalena Šverc Newcastle upon Tyne Cambridge Scholars Publishing 2017 xxix, 343 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Unterricht (DE-588)4062005-0 gnd rswk-swf Kognitive Psychologie (DE-588)4073586-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Kognitive Psychologie (DE-588)4073586-2 s Unterricht (DE-588)4062005-0 s DE-604 Aberšek, Boris edt Flogie, Andrej edt Aberšek, Metka Kordigel edt Šverc, Magdalena edt V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029703965&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Cognitive science in education and alternative teaching strategies Unterricht (DE-588)4062005-0 gnd Kognitive Psychologie (DE-588)4073586-2 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)4073586-2 (DE-588)4143413-4 |
| title | Cognitive science in education and alternative teaching strategies |
| title_auth | Cognitive science in education and alternative teaching strategies |
| title_exact_search | Cognitive science in education and alternative teaching strategies |
| title_full | Cognitive science in education and alternative teaching strategies edited by Boris Aberšek, Andrej Flogie, Metka Kordigel Aberšek and Magdalena Šverc |
| title_fullStr | Cognitive science in education and alternative teaching strategies edited by Boris Aberšek, Andrej Flogie, Metka Kordigel Aberšek and Magdalena Šverc |
| title_full_unstemmed | Cognitive science in education and alternative teaching strategies edited by Boris Aberšek, Andrej Flogie, Metka Kordigel Aberšek and Magdalena Šverc |
| title_short | Cognitive science in education and alternative teaching strategies |
| title_sort | cognitive science in education and alternative teaching strategies |
| topic | Unterricht (DE-588)4062005-0 gnd Kognitive Psychologie (DE-588)4073586-2 gnd |
| topic_facet | Unterricht Kognitive Psychologie Aufsatzsammlung |
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