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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... . 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. Introduction It seems generally agreed that imagination is a good Acknowledgements.
Ages 8 to 15 Kieran Egan. Introduction. It seems generally agreed that imagination is a good thing and that it ought ... seem the kind of thing that lends itself to practical methods and techniques that any teacher can easily employ in ...
... 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 “echoes” of what we have perceived, though we can change them, combine them, manipulate them to become like nothing we have ever perceived. Our memory seems to be able to transform perceptions and store their “echoes” in ways that ...
... seem unnecessary or redundant to some readers whose primary interest is in the book's main practical purpose. That is, I ... seems the educational uses of images is often neglected. In the final chapter I will give examples of how the ...
Sommario
Why Is Imagination Important to Education? | |
Characteristics of Students Imaginative Lives Ages 815 | |
Imagination and Teaching | |
Image and Concept | |
Conclusion | |
References | |
Index | |