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
Risultati 1-5 di 83
... grateful. During the writing of this book I was the grateful recipient of a research grant from the Social Sciences and Humanities Research Council of Canada. It seems generally agreed that imagination is a good thing.
Ages 8 to 15 Kieran Egan. It seems generally agreed that imagination is a good thing and that it ought to be ... seem the kind of thing that lends itself to practical methods and techniques that any teacher can easily employ in classroom ...
... seem to be feeling its way through tangles, it is at least, I think, looking in the right place for keys to effective teaching. This book, then, is not about unusually imaginative students and teachers. Rather, my focus is on the ...
... seem to create disagreements or, at least, dissatisfaction with the characterizations. The problem seems to lie in the complex and protean nature of imagination, and in the fact that imagination lies at the crux of those aspects of our ...
... seem tied to these mental images; when we imagine something we tend to feel as though it is real or present, such that it seems our “coding” and “access” to images is tied in with our emotions. The logic of imagination seems to conform ...
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 |