Jan Meyer (UK University of Durham), Ray Land
Overcoming Barriers to Student Understanding
Threshold Concepts and Troublesome Knowledge
72,99 €
inkl. MwSt.
Versandkostenfrei*
Versandfertig in über 4 Wochen
Melden Sie sich
hier
hier
für den Produktalarm an, um über die Verfügbarkeit des Produkts informiert zu werden.
Jan Meyer (UK University of Durham), Ray Land
Overcoming Barriers to Student Understanding
Threshold Concepts and Troublesome Knowledge
- Broschiertes Buch
This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods.
Andere Kunden interessierten sich auch für
- Threshold Concepts in Physical Education37,99 €
- Aline-Wendy Dunlop (ed.)Transitions in the Early Years63,99 €
- Lauren S. Cardon (Assoc. Professor of English at the Univ. of AlabaInclusive College Classrooms176,99 €
- United Nations: Economic Commission for EuropeOvercoming Barriers to Investing in Energy Efficiency52,99 €
- Melisa ChoroszyAccess for All: Expanding Opportunity and Programs to Support Successful Student Outcomes at University of Nevada, Reno24,99 €
- National Research CouncilOvercoming Barriers to Deployment of Plug-In Electric Vehicles64,99 €
- Nicholas Corder (Former trainer of FE tutors at Buckinghamshire LEALearning to Teach Adults56,99 €
-
-
-
This book examines the difficulties of student learning and offers advice on how to overcome them through course design, assessment practice and teaching methods.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 216
- Erscheinungstermin: 22. März 2012
- Englisch
- Abmessung: 232mm x 153mm x 15mm
- Gewicht: 366g
- ISBN-13: 9780415514187
- ISBN-10: 0415514185
- Artikelnr.: 37388269
- Verlag: Taylor & Francis Ltd
- Seitenzahl: 216
- Erscheinungstermin: 22. März 2012
- Englisch
- Abmessung: 232mm x 153mm x 15mm
- Gewicht: 366g
- ISBN-13: 9780415514187
- ISBN-10: 0415514185
- Artikelnr.: 37388269
Jan Meyer is Professor of Education and foundation Director of the Centre for Learning, Teaching, and Research in Higher Education, University of Durham. Ray Land is Professor of Higher Education Development and Director, Centre for Higher Education Development, Coventry University. Education in Cyberspace , He has written widely on higher education, and his books include Education and Cyberspace (RoutledgeFalmer, 2004) and Educational Development: Discourse, Identity and Practice (SRHE/McGraw-Hill Open University Press, 2004).
Section 1: Towards a Theoretical Framework 1. Threshold concepts and
troublesome knowledge: an introduction 2. Threshold concepts and
troublesome knowledge: issues of liminality 3. Constructivism and
troublesome knowledge 4. Metacognition, affect and conceptual difficulty 5.
Threshold concepts: how can we recognise them? Section 2: Threshold
Concepts in Practice 6. Threshold concepts in Biology - do they fit the
definition? 7. The troublesome nature of a threshold concept in Economics
8. Threshold concepts in Economics - a case study 9. Threshold concepts,
troublesome knowledge and emotional capital: an exploration into learning
about others 10. Threshold concepts in Introductory Accounting 11.
Disjunction as a form of troublesome knowledge in problem-based learning
12. On the mastery of philosophical concepts: Socratic discourse and the
unexpected 'affect' 13. Using analogy in science teaching as a bridge to
students' understanding of complex issues 14. Implications of threshold
concepts for curriculum design and evaluation
troublesome knowledge: an introduction 2. Threshold concepts and
troublesome knowledge: issues of liminality 3. Constructivism and
troublesome knowledge 4. Metacognition, affect and conceptual difficulty 5.
Threshold concepts: how can we recognise them? Section 2: Threshold
Concepts in Practice 6. Threshold concepts in Biology - do they fit the
definition? 7. The troublesome nature of a threshold concept in Economics
8. Threshold concepts in Economics - a case study 9. Threshold concepts,
troublesome knowledge and emotional capital: an exploration into learning
about others 10. Threshold concepts in Introductory Accounting 11.
Disjunction as a form of troublesome knowledge in problem-based learning
12. On the mastery of philosophical concepts: Socratic discourse and the
unexpected 'affect' 13. Using analogy in science teaching as a bridge to
students' understanding of complex issues 14. Implications of threshold
concepts for curriculum design and evaluation
Section 1: Towards a Theoretical Framework 1. Threshold concepts and
troublesome knowledge: an introduction 2. Threshold concepts and
troublesome knowledge: issues of liminality 3. Constructivism and
troublesome knowledge 4. Metacognition, affect and conceptual difficulty 5.
Threshold concepts: how can we recognise them? Section 2: Threshold
Concepts in Practice 6. Threshold concepts in Biology - do they fit the
definition? 7. The troublesome nature of a threshold concept in Economics
8. Threshold concepts in Economics - a case study 9. Threshold concepts,
troublesome knowledge and emotional capital: an exploration into learning
about others 10. Threshold concepts in Introductory Accounting 11.
Disjunction as a form of troublesome knowledge in problem-based learning
12. On the mastery of philosophical concepts: Socratic discourse and the
unexpected 'affect' 13. Using analogy in science teaching as a bridge to
students' understanding of complex issues 14. Implications of threshold
concepts for curriculum design and evaluation
troublesome knowledge: an introduction 2. Threshold concepts and
troublesome knowledge: issues of liminality 3. Constructivism and
troublesome knowledge 4. Metacognition, affect and conceptual difficulty 5.
Threshold concepts: how can we recognise them? Section 2: Threshold
Concepts in Practice 6. Threshold concepts in Biology - do they fit the
definition? 7. The troublesome nature of a threshold concept in Economics
8. Threshold concepts in Economics - a case study 9. Threshold concepts,
troublesome knowledge and emotional capital: an exploration into learning
about others 10. Threshold concepts in Introductory Accounting 11.
Disjunction as a form of troublesome knowledge in problem-based learning
12. On the mastery of philosophical concepts: Socratic discourse and the
unexpected 'affect' 13. Using analogy in science teaching as a bridge to
students' understanding of complex issues 14. Implications of threshold
concepts for curriculum design and evaluation