schwarz baruch (16 Ergebnisse)

Zustand: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Paperback. Zustand: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Softcover. 326 S. Ehem. Bibliotheksexemplar mit Signatur und Stempel. GUTER Zustand, kaum Gebrauchsspuren. Ex-library with stamp and library-signature. GOOD condition, few traces of use. L00547 9780415492256 Sprache: Englisch Gewicht in Gramm: 550.

Paperback. Zustand: Brand New. 315 pages. 6.00x0.71x9.00 inches. In Stock.

Hardcover. Zustand: Like New. First Edition. Firm, square and tight with sturdy hinges, just showing a few minor bumps and some mild cosmetic wear. Hence a non-text page is stamped 'damaged'. Despite such this book is in nearly new condition. Thus the contents are crisp, fresh and clean. It has no pen-marks and is not from a library so no such stamps or labels. Offered for sale at a very sensible price.

Zustand: New. In.

Paperback. Zustand: Brand New. 1st edition. 336 pages. 9.33x7.40x0.79 inches. In Stock.

Zustand: New. Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). This book examines and evaluates different ways which have been used to support students learning in classrooms. Editor(s): Schwarz, Baruch; Dreyfus, Tommy; Hershkowitz, Rina. Series: New Perspectives on Learning and Instruction. Num Pages: 336 pages, 40 black & white illustrations, 9 black & white tables. BIC Classification: JNC. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156 x 18. Weight in Grams: 521. . 2009. 1st Edition. paperback. . . . . Books ship from the US and Ireland.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation.

Zustand: New. In.

Zustand: New. This book presents the historical, theoretical and empirical foundations of educational practices involving dialogue and argumentation. Num Pages: 316 pages, 17 b/w illus. 1 table. BIC Classification: JNA; JNC. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 22. Weight in Grams: 640. . 2016. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.

Hardcover. Zustand: Brand New. 306 pages. 9.00x6.00x1.00 inches. In Stock.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation.

Zustand: New. In.

Hardcover. Zustand: Brand New. 1st edition. 326 pages. 9.50x6.50x0.75 inches. In Stock.

Zustand: New. Classrooms provide extremely varied settings in which learning may take place, including teacher-led conversations, small group unguided discussions, individual problem solving or computer supported collaborative learning (CSCL). This book examines and evaluates different ways which have been used to support students learning in classrooms. Editor(s): Schwarz, Baruch; Dreyfus, Tommy; Hershkowitz, Rina. Series: New Perspectives on Learning and Instruction. Num Pages: 336 pages, 40 black & white illustrations, 9 black & white tables. BIC Classification: JNC. Category: (UP) Postgraduate, Research & Scholarly. Dimension: 234 x 156 x 19. Weight in Grams: 654. . 2009. 1st Edition. hardcover. . . . . Books ship from the US and Ireland.