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 37
... units to achieve this aim, and on how the typical curriculum content of science, social studies, language arts, mathematics, and so on, might be shaped also to help achieve this aim. Mary Warnock, in her study of imagination (I976) ...
... by showing an example of its use in planning a unit of study. Thereafter I will consider less formal ways in which teachers might draw on the characterization ofstudents' imaginative lives in order to plan more engaging Introduction 5.
... unit on trees, and a social studies unit on government, and a language arts unit on mythology. Along with the example in Chapter Four, which is on eels, I try to show how the framework and the principles it embodies can be put into ...
Hai raggiunto il limite di visualizzazione per questo libro.
Hai raggiunto il limite di visualizzazione per questo libro.
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 |