| Record ID | marc_openlibraries_phillipsacademy/PANO_FOR_IA_05072019.mrc:5784092:2523 |
| Source | marc_openlibraries_phillipsacademy |
| Download Link | /show-records/marc_openlibraries_phillipsacademy/PANO_FOR_IA_05072019.mrc:5784092:2523?format=raw |
LEADER: 02523cam a22004094a 4500
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050 00 $aLB1060$b.D64 2002
082 00 $a370.15/23$221
100 1 $aDonald, Janet Gail,$d1940-
245 10 $aLearning to think :$bdisciplinary perspectives /$cJanet Donald.
250 $a1st ed.
260 $aSan Francisco :$bJossey-Bass,$cc2002.
300 $axix, 330 p. ;$c25 cm.
440 4 $aThe Jossey-Bass higher and adult education series
504 $aIncludes bibliographical references (p. 301-317) and indexes.
505 0 $aPreface -- The author -- Learning to think: a cross-disciplinary perspective -- Orderly thinking: learning in a structured discipline -- Hard thinking: applying structured knowledge to unstructured problems -- Inductive thinking: knowledge-intensive learning -- Multifaceted thinking: learning in a social science -- Precedent and reason: case versus logic -- Organizing instruction and understanding learners -- Criticism and creativity: thinking in the humanities -- Learning, understanding, and meaning -- References -- Name index -- Subject index.
520 $aPresents a model of learning that takes into account the different ways learning occurs in different academic disciplines and explores the relationship between knowledge and thinking processes. Janet Donald--a leading researcher in the field of postsecondary teaching and learning--presents a framework for learning that goes beyond the acquisition of knowledge to encompass ways of constructing and utilizing it within and across disciplines. The author discusses how learning occurs in different academic disciplines and reveals how educators can improve the teaching and learning process in their classrooms and programs.
650 0 $aLearning, Psychology of.$0(NOBLE)9606
650 0 $aEducation, Higher.$0(NOBLE)5690
650 0 $aCognitive styles.$0(NOBLE)4113
650 0 $aKnowledge, Theory of.$0(NOBLE)9377
902 $a120229
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990 $anobmi 07-05-2005
901 $a2254864$bIII$c2254864$tbiblio
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