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 44
... perhaps we need to say first, “It depends what you mean by 'imagination'”. It will be obvious that I think it is important to cultivate the imagination, but one of the reasons I have some reluctance in agreeing wholeheartedly with ...
... perhaps very often require quasi-pictorial “images”, (as in the cases of sounds and smells, say). Novelty in ideas has nearly always been connected with the powers of imagination to “see” solutions to problems. Our emotions seem tied to ...
... of dealing with this age-range together, nor to do more than cite examples to support my characterization of students' imaginative lives. But perhaps I might mention that this book, while intended to be sufficient in itself.
... Perhaps we may pose our question another way: What social needs were fulfilled by such highly developed imaginative activity so early in human cultural history? The simple answer seems to be that this imaginative vividness was ...
... perhaps seems odd to us today. We no doubt go along with Plato about the importance of trying to discover what is real and true about the world and experience. But we tend to think that what is real and true is indeed in the world ...
Sommario
Why Is Imagination Important to Education? | |
Characteristics of Students Imaginative Lives Ages 815 | |
Imagination and Teaching | |
Image and Concept | |
Conclusion | |
References | |
Index | |