2012, ISBN: 9789400743045
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2012, ISBN: 9789400743045
Learning in Out-of-School Time, eBooks, eBook Download (PDF), 2013, [PU: Springer Netherlands], Springer Netherlands, 2012
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2012, ISBN: 9789400743045
Learning in Out-of-School Time, eBooks, eBook Download (PDF), 2013, Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at … mais…
ISBN: 9789400743045
Examining ways that science and mathematics are experienced in everyday and out-of-school-time (OST) settings, this book contributes to the learning sciences and helps to shows how OST pr… mais…
ISBN: 9789400743045
*LOST Opportunities* - Learning in Out-of-School Time / pdf eBook für 96.49 € / Aus dem Bereich: eBooks, Sachthemen & Ratgeber, Erziehung & Bildung Medien > Bücher nein eBook als pdf eBoo… mais…
2012, ISBN: 9789400743045
Learning in Out-of-School Time, eBooks, eBook Download (PDF), 2013, [PU: Springer Netherlands], Springer Netherlands, 2012
ISBN: 9789400743045
LOST Opportunities - Learning in Out-of-School Time: ab 96.49 € eBooks > Sachthemen & Ratgeber > Erziehung & Bildung Springer-Verlag GmbH eBook als pdf, Springer-Verlag GmbH
Dados bibliográficos do melhor livro correspondente
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Dados detalhados do livro - LOST Opportunities
EAN (ISBN-13): 9789400743045
ISBN (ISBN-10): 9400743041
Ano de publicação: 2012
Editor/Editora: Springer-Verlag GmbH
297 Páginas
Língua: eng/Englisch
Livro na base de dados desde 2012-10-22T01:47:32+01:00 (Lisbon)
Página de detalhes modificada pela última vez em 2023-07-26T13:11:02+01:00 (Lisbon)
Número ISBN/EAN: 9400743041
Número ISBN - Ortografia alternativa:
94-007-4304-1, 978-94-007-4304-5
Ortografia alternativa e termos de pesquisa relacionados:
Autor do livro: raz, philip reed, bell steve
Título do livro: time school, lost
Dados da editora
Autor: Bronwyn Bevan; Philip Bell; Reed Stevens; Aria Razfar
Título: Explorations of Educational Purpose; LOST Opportunities - Learning in Out-of-School Time
Editora: Springer; Springer Netherland
298 Páginas
Ano de publicação: 2012-07-26
Dordrecht; NL
Língua: Inglês
96,29 € (DE)
99,00 € (AT)
118,00 CHF (CH)
Available
XIV, 298 p.
EA; E107; eBook; Nonbooks, PBS / Pädagogik/Erwachsenenbildung; Fachspezifischer Unterricht; Verstehen; OST; STEM; afterschool activities; afterschool organizations; everyday learning; everyday mathematics; everyday science; informal learning; informal science; mathematics education; mathematics learning; non-school settings; out-of-school time; out-of-school-time; science education; science learning; situated learning; learning and instruction; B; Science Education; Mathematics Education; Instructional Psychology; Education; Naturwissenschaften, allgemein; Mathematik; Pädagogische Psychologie; BB
Learning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings. We must also find better ways to analyze the interplay between OST and school-based learning.In this volume, scholars develop theoretical structures that are useful not only for understanding learning processes, but also for helping to create and support new opportunities for learning, whether they are in or out of school, or bridging a range of settings. The chapters in this volume include studies of everyday and situated processes that facilitate science and mathematics learning. They also feature new theoretical and empirical frameworks for studying learning pathways that span both in- and out-of-school time and settings. Contributors also examine structured OST programs in which everyday and situated modes of learning are leveraged in support of more disciplined practices and conceptions of science and mathematics. Fortifying much of this work is a leading focus on educational equity—a desire to foster more socially supportive and intellectually engaging science and mathematics learning opportunities for youth from historically non-dominant communities. Full of compelling examples and revealing analysis, this book is a vital addition to the literature on a subject with a fast-rising profile.I believe that the studies represented in this volume will move our work forward as we seek to understand better which social ecologies support -- indeed, ratchet up -- learning and givemeaning for youth, especially those from non-dominant communities. Kris Gutiérrez, University of Colorado at BoulderFor someone who has long been interested in afterschool educational activities as a promising supplement to formal, in-school education, this book provides rich opportunities to think about the promise and the problems that such programs offer to those concerned with the infusion of science into the learning and development of their participants. Mike Cole, University of California, San DiegoBy addressing science and mathematics learning in everyday and out-of-school settings, this book addresses a gap in the literature There is growing attention in policy and research communities to the power of learning in informal settings This book offers educators compelling examples of how science and mathematics are experienced in everyday and out-of-school-time settings
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