Pedagogical Praxis: The Professions as Models for Postindustrial Education
暂无分享,去创建一个
[1] J. Dewey. The School and Society , 2019 .
[2] S. Engel. Thought and Language , 1964 .
[3] Robert Sommer,et al. Experience and Education. , 1974 .
[4] Seymour Papert,et al. Mindstorms: Children, Computers, and Powerful Ideas , 1981 .
[5] Donald A. Schön. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions , 1987 .
[6] Thomas A. Dutton,et al. The Design Studio: An Exploration of its Traditions and Potential , 1989 .
[7] Jean Lave,et al. Situating learning in communities of practice , 1991, Perspectives on socially shared cognition.
[8] M. Donald. Origins of the Modern Mind: Three Stages in the Evolution of Culture and Cognition , 1993 .
[9] Etienne Wenger,et al. Situated Learning: Legitimate Peripheral Participation , 1991 .
[10] J. Gee. The Social Mind: Language, Ideology, and Social Practice , 1992 .
[11] T. Sizer. Horace's School: Redesigning the American High School , 1992 .
[12] John D. Bransford,et al. The Learning Technology Center at Vanderbilt University. , 1994 .
[13] Joseph Krajcik,et al. Making Dynamic Modeling Accessible to Precollege Science Students , 1994, Interact. Learn. Environ..
[14] Mitchel Resnick,et al. Turtles, termites, and traffic jams - explorations in massively parallel microworlds , 1994 .
[15] Richard Lehrer,et al. Learning by Designing Hypermedia Documents , 1994, Planning Continuing Professional Development.
[16] Marlene Scardamalia,et al. Engaging Students in a Knowledge Society. , 1996 .
[17] Joan Boykoff Baron,et al. Performance-based student assessment : challenges and possibilities , 1996 .
[18] Ann L. Brown,et al. Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. , 1996 .
[19] R. Hall,et al. Teaching/learning events in the workplace: A comparative analysis of their organizational and interactional structure , 1996 .
[20] E. Paul Goldenberg,et al. “Habits of Mind” as an Organizer for the Curriculum , 1996 .
[21] Leona Schauble,et al. Innovations in learning : new environments for education , 1996 .
[22] Mitchel Resnick,et al. Constructionism in Practice: Designing, Thinking, and Learning in A Digital World , 1996 .
[23] Phil Vahey,et al. Active and supportive computer-mediated resources for student-to-student conversations , 1997, CSCL.
[24] J. Greeno. Theories and Practices of Thinking and Learning to Think , 1997, American Journal of Education.
[25] Daniel C. Litchfield,et al. Euclid, Fibonacci, Sketchpad. , 1997 .
[26] Ricki Goldman-Segall. Points of Viewing Children's Thinking: A Digital Ethnographer's Journey , 1997 .
[27] Daniel C. Litchfield,et al. Euclid, Fibonacci, and Sketchpad , 1997 .
[28] David Williamson Shaffer,et al. Design, collaboration, and computation: the design studio as a model for computer supported collaboration in mathematics , 1997, CSCL.
[29] David Williamson Shaffer,et al. Learning mathematics through design: The anatomy of Escher's world , 1997 .
[30] Richard Lehrer,et al. The Evolution of Critical Standards as Students Design Hypermedia Documents. , 1998 .
[31] W. Frawley. Mind as Action , 1998, Trends in Cognitive Sciences.
[32] Etienne Wenger,et al. Communities of Practice: Learning, Meaning, and Identity , 1998 .
[33] A. Jonker. Origins of the modern mind. Three stages in the evolution of culture and cognition , 1998 .
[34] Janet L. Kolodner,et al. Learning by Design from Theory to Practice , 1998 .
[35] David Williamson Shaffer,et al. Expressive mathematics : learning by design , 1998 .
[36] E. Wenger. Communities of Practice: Learning, Meaning, and Identity , 1998 .
[37] David Williamson Shaffer,et al. The Math Studio: Harnessing the Power of the Arts to Teach across Disciplines , 1999 .
[38] Mitchel Resnick,et al. “Thick” authenticity: new media and authentic learning , 1999 .
[39] Harvey B. Keynes,et al. Redesigning the calculus sequence at a research university: issues, implementation, and objectives , 1999 .
[40] Andrea A. diSessa,et al. Changing Minds: Computers, Learning, and Literacy , 2000 .
[41] Janet L. Kolodner,et al. Designing to Learn About Complex Systems , 2000 .
[42] R. Lehrer,et al. Teacher Appropriation and Student Learning of Geometry Through Design , 2000 .
[43] David T. Gordon,et al. The digital classroom : how technology is changing the way we teach and learn , 2000 .
[44] Trish Stoddart,et al. Concept maps as assessment in science inquiry learning - a report of methodology , 2000 .
[45] Richard Lehrer,et al. New Habits of Mind@@@Designing Learning Environments for Developing Understanding of Geometry and Space , 2000 .
[46] Student/Scientist Partnerships , 2009 .
[47] Eleanor Abrams,et al. Student/Scientist Partnerships: A Teachers' Guide to Evaluating the Critical Components , 2001 .
[48] Shira Wolosky,et al. The Metaphysical Club , 2003 .
[49] David Williamson Shaffer,et al. When Computer-Supported Collaboration Means Computer-Supported Competition: Professional mediation as a model for collaborative learning , 2004 .
[50] M. Cole,et al. Mind in society: The development of higher psychological processes. L. S. Vygotsky. , 1978 .
[51] C A Nelson,et al. Learning to Learn , 2017, Encyclopedia of Machine Learning and Data Mining.