Imagination in Teaching and Learning: Ages 8 to 15Routledge, 16 ott 2013 - 188 pagine Young people learn most readily when their imaginations are engaged and teachers teach most successfully when they are able to see their subject matter from their pupils' point of view. It is, however, difficult to define imagination in practice and even more difficult to make full use of its potential. In this original and stimulating book, Kieran Egan, winner of the prestigous Grawemeyer award for education in 1991, discusses what imagination really means for children and young people in the middle years and what its place should be in the midst of the normal demands of classroom teaching and learning. Egan uses a bright and witty style to move from a brief history of the ways in which imagination has been regarded over the years, through a general discussion of the links between learning and imagination. A selection of sample lesson plans show teachers how they can encourage effective learning through stimulating pupils' imaginations in a variety of curriculum areas, including maths, science, social studies and language work. |
Dall'interno del libro
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... focus on the kinds of behavioural repertoires prominent in that research and ignore something so obviously central to good teaching as imagination. There is something in this of the old joke about looking for a lost key on the clean ...
... focus on students' cognition is in terms of logico-mathematicai skills that our very concept of education becomes affected. I hope that by taking the imagination more seriously in education a more proportionate concept might be ...
... focus on logico-mathematical forms of thinking, emphasizes the development and use of concepts that it sometimes seems the educational uses of images is often neglected. In the final chapter I will give examples of how the framework can ...
... focus on the imagination. But if we reflect for a moment on the typical range and forms of imaginative activity in childhood, youth, and maturity, there is little to suggest that such a theory would readily parallel those developmental ...
... focus on their practical implications, and move in the direction of techniques that teachers can add to their set ofprofessional skills. A Very Short History of Imagination Introduction The point of 8 imagination in Teaching and learning.
Sommario
1 | |
9 | |
II Why Is Imagination Important to Education? | 45 |
III Characteristics of Students̕ Imaginative Lives Ages 815 | 67 |
IV Imagination and Teaching | 91 |
V Image and Concept | 115 |
VI
Some Further Examples | 119 |
Conclusion | 153 |
References | 169 |
Subject Index | 175 |