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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... become like nothing we have ever perceived. Our memory seems to be able to transform perceptions and store their “echoes” in ways that do not always or perhaps very often require quasi-pictorial “images”, (as in the cases of sounds and ...
... becomes affected. I hope that by taking the imagination more seriously in education a more proportionate concept might be encouraged. Chapter Three will focus on learning, and in particular on those characteristics of typical students ...
... become irrelevant after the invention of writing, of course. Patterned sound, vivid images, and stories continue today to do important work for us. In this first stage of our very short history of imagination, however, we should note ...
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Sommario
Why Is Imagination Important to Education? | |
Characteristics of Students Imaginative Lives Ages 815 | |
Imagination and Teaching | |
Image and Concept | |
Conclusion | |
References | |
Index | |