TY  - GEN
N2  - Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplina.
DO  - 10.1007/978-981-287-182-4
DO  - doi
AB  - Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplina.
T1  - Disciplinary intuitions and the design of learning environments
AU  - Lim, Kenneth Y. T.,
CN  - LB1060
ID  - 723909
KW  - Learning
KW  - Education
KW  - Teaching
SN  - 9789812871824
SN  - 9812871829
TI  - Disciplinary intuitions and the design of learning environments
LK  - https://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-287-182-4
UR  - https://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-287-182-4
ER  -