Learning Theories for Teachers - Couverture souple

Bigge, Morris L.

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9780060406738: Learning Theories for Teachers

Couverture souple

ISBN 10 : 0060406739 ISBN 13 : 9780060406738

Editeur : Longman Higher Education, 1982

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Book by Bigge Morris L

Les informations fournies dans la section � Synopsis � peuvent faire r�f�rence � une autre �dition de ce titre.

Quatri�me de couverture :

This text provides a comprehensive, manageable overview of current major educational psychological theories and issues and analyzes the implications for the teaching process.

Adopting the idea that “there are no final answers to questions concerning school learning,” this text encourages teachers to develop their own learning theories and test them in terms of classroom reactions, structure, and the adequacy of supporting evidence. Learning Theories for Teachers enables student teachers to use learning theory to better understand their students and alter teaching methods accordingly.

Special Features:

New Foreword by Albert Bandura introduces the text.
Comprehensive and balanced treatment of multiple learning theories.
Renowned for a direct, clear presentation of often-difficult material.
Eleven different learning theories are developed, including historical and contemporary perspectives.
Chapter on Vygotsky (Ch. 6) has been updated to reflect ongoing interest in this prominent psychologist.
Expanded coverage of cognitive field psychology (Ch. 9) has been retained.
Chapters (Chs. 14, 15) on the relationship between teaching-learning theories and computer education, including use of the Internet as a source of data are included.
Material on “Teaching for Understanding” reflects the latest trends in educational psychology.
Historical analysis of learning theories helps students grasp and clarify points of confusion in modern education.
Discussion of problem-centered understanding helps students recognize and evaluate reflective problem-centered teaching and learning.

Les informations fournies dans la section � A propos du livre � peuvent faire r�f�rence � une autre �dition de ce titre.