MARC record from Internet Archive

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100 1 $aGardner, Howard,$d1943-
245 14 $aThe unschooled mind :$bhow children think and how schools should teach /$cHoward Gardner.
260 $aNew York :$bBasicBooks,$cc1991.
300 $axii, 303 p. ;$c25 cm.
504 $aIncludes bibliographical references (p. 265-291) and indexes.
505 0 $aIntroduction : the central puzzles of learning -- Conceptualizing the development of the mind -- Initial learnings : constraints and possibilities -- Knowing the world through symbols -- The worlds of the preschooler : the emergence of intuitive understandings -- The values and traditions of education -- The institution called school -- The difficulties posed by school : misconceptions in the sciences -- More difficulties posed by school : stereotypes in the social sciences and the humanities -- The search for solutions : dead ends and promising means -- Education for understanding during the early years -- Education for understanding during the adolescent years -- Toward national and global understandings.
520 $aAn expert in the field of cognitive science explains the development of a child's ability to interpret the world and offers new teaching methods based on current research in early learning.
650 0 $aCognitive learning.
650 0 $aEducation$xAims and objectives.
650 6 $aApprentissage cognitif.
650 6 $aÉducation$xFinalités.
650 17 $aLeren.$2gtt
650 17 $aCognitieve processen.$2gtt
650 17 $aOnderwijsvernieuwing.$2gtt
650 7 $aApprentissage cognitif.$2ram
650 7 $aÉducation$xFinalités.$2ram
776 08 $iOnline version:$aGardner, Howard.$tUnschooled mind.$dNew York : BasicBooks, c1991$w(OCoLC)645805692
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