lim kenneth (32 Ergebnisse)

Zustand: Good. Good condition. A copy that has been read but remains intact. May contain markings such as bookplates, stamps, limited notes and highlighting, or a few light stains.

Zustand: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Paperback. Zustand: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

paperback. Zustand: Very Good.

Zustand: Good. Spi. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Paperback. Zustand: Brand New. 153 pages. 9.00x6.00x0.35 inches. In Stock.

Hardcover. Zustand: Very Good. No Jacket. XL, 288 pages : illustrations : 28 cm.

OLeinen m. OU. Erste Auflage, NEUWERTIG, ungelesen. Mint. Orginalverschweißt.mit sehr zahlreichen meist farbigen Abbildungen Text english 288 S. mit 580 meist farbigen Bildern und Grundrissen, Inhalt: Jorn Utzorns Sidney Opera, Renzo Pianos Kulturzentrum in Nouméa u.a. Standardnachschlagewerk zu den bedeutendsten Bauprojekten des 20. Jahrhunderts in Brunei, Burma, Indonesien, Kambodscha, Laos, Malaysia, Philippinen, Singapur, Thailand, Vietnam, Australien, Papua-Neuguinea, Ozeanien Size: 29 x 22 Cm. 1700 Gr.

Zustand: Like New. Used - Like New. Book is new and unread but may have minor shelf wear. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Spiral-bound. Zustand: Brand New. spiral-bound edition. 129 pages. 9.50x6.75x0.50 inches. In Stock.

OPappband mit OUmschlag. 288 Seiten mit zahlreichen Abbildungen und Skizzen (with 580 partly coloured figures). Guter Zustand. Size: 4°.

Hardcover. Zustand: Brand New. 2015 edition. 170 pages. 9.50x6.50x0.75 inches. In Stock.

gebundene Ausgabe, Leinen. Zustand: Sehr gut. 288 Seiten mit zahlreichen farbigen Abbildungen, Zustand: sehr gut, Original-Schutzumschlag; AR 36211 3211832939 Wenn das Buch einen Schutzumschlag hat, ist das ausdrücklich erwähnt. Rechnung mit ausgewiesener Mwst. Sprache: Englisch Gewicht in Gramm: 1700.

Paperback. Zustand: Brand New. reprint edition. 228 pages. 9.25x6.10x0.52 inches. In Stock.

Buch. Zustand: Neu. Neuware -As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ¿works¿, but we would not necessarily have been able to explain these ¿workings¿. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ¿ because these lived experiences are as tacit as they are diverse ¿ designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 228 pp. Englisch.

Taschenbuch. Zustand: Neu. Neuware -As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ¿works¿, but we would not necessarily have been able to explain these ¿workings¿. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ¿ because these lived experiences are as tacit as they are diverse ¿ designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 228 pp. Englisch.

Zustand: Like New. Used - Like New. Book is new and unread but may have minor shelf wear. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world 'works', but we would not necessarily have been able to explain these 'workings'. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world 'works', but we would not necessarily have been able to explain these 'workings'. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

Pappe. Zustand: Sehr gut. 288 S., 30cm Zustand: Pappeinband, sehr guter Zustand mit Schutzumschlag (gering Lichtverfärbt) -- Inhalt: englischer Text. Mit Karte im Vorsatz. Standardnachschlagewerk zu den bedeutendsten Bauprojekten des 20. Jahrhunderts in Brunei, Burma, Kambodscha, Indonesien, Laos, Malaysia, Philippinen, Singapur, Thailand, Vietnam, Australien, Neuseeland, Papua-Neuguinea und Ozeanien ROS3-2 ISBN: 9783211832936 Sprache: Englisch Gewicht in Gramm: 1700.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ¿works¿, but we would not necessarily have been able to explain these ¿workings¿. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ¿ because these lived experiences are as tacit as they are diverse ¿ designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

Zustand: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ¿works¿, but we would not necessarily have been able to explain these ¿workings¿. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ¿ because these lived experiences are as tacit as they are diverse ¿ designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

Zustand: New.

Zustand: New.

Zustand: new.

Buch. Zustand: Neu. Neuware -This volume introduces the concept of ¿adaptivity¿ as occurring when, say, individuals cross boundaries. Through illustrations from both formal and informal learning, the book seeks to provide learning designs and frameworks for adaptivity. This book is unique as it ties together: a) social-individual dialectics; and b) adaptive learning as it relates to creativity and imagination. It highlights case studies from social / new media contexts, school learning milieux, and formal and informal situations. It approaches adaptive learning from the perspectives of students, teachers, school leaders, and participants in social media and other digitally mediated environments. The book is a valuable resource for practitioners and academics who are interested in adaptivity as a learning disposition.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 340 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This volume introduces the concept of 'adaptivity' as occurring when, say, individuals cross boundaries. Through illustrations from both formal and informal learning, the book seeks to provide learning designs and frameworks for adaptivity. This book is unique as it ties together: a) social-individual dialectics; and b) adaptive learning as it relates to creativity and imagination. It highlights case studies from social / new media contexts, school learning milieux, and formal and informal situations. It approaches adaptive learning from the perspectives of students, teachers, school leaders, and participants in social media and other digitally mediated environments. The book is a valuable resource for practitioners and academics who are interested in adaptivity as a learning disposition.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This volume introduces the concept of 'adaptivity' as occurring when, say, individuals cross boundaries. Through illustrations from both formal and informal learning, the book seeks to provide learning designs and frameworks for adaptivity. This book is unique as it ties together: a) social-individual dialectics; and b) adaptive learning as it relates to creativity and imagination. It highlights case studies from social / new media contexts, school learning milieux, and formal and informal situations. It approaches adaptive learning from the perspectives of students, teachers, school leaders, and participants in social media and other digitally mediated environments. The book is a valuable resource for practitioners and academics who are interested in adaptivity as a learning disposition.

Paperback. Zustand: Brand New. reprint edition. 344 pages. 9.25x6.10x0.78 inches. In Stock.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book is a sequel to the book 'Fieldwork in Humanities Education in Singapore' (Springer, 2021). It addresses some of the queries raised in response to the first book, on the utility of the physical or face-to-face fieldwork. Combining the opportunities unraveled by new technologies and diverse demands to actualize learning, this book showcases a variety of engagements in virtual fieldwork. These demonstrate current developments in the deployment of fieldwork in teaching and learning in Singapore, as well as discuss pertinent interacting issues in technology that arise. The chapters in this book informs evidence-based recommendations for inter alia the integration of virtual reality (VR) systems into place-based curricula.The drive towards better and more advanced technology is a relentless trend. At the same time, the still evolving nature of frontier technologies and their adoption in the education sector entail a constant re-definition of their primary fields and resulting applications. This book contributes to the discussion and analysis of this ongoing process.