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000723909 24500 $$aDisciplinary intuitions and the design of learning environments$$h[electronic resource] /$$cKenneth Y. T. Lim, editor.
000723909 264_1 $$aSingapore :$$bSpringer,$$c[2014]
000723909 264_4 $$c©2015
000723909 300__ $$a1 online resource (xxiii, 201 pages) :$$billustrations
000723909 336__ $$atext$$btxt$$2rdacontent
000723909 337__ $$acomputer$$bc$$2rdamedia
000723909 338__ $$aonline resource$$bcr$$2rdacarrier
000723909 504__ $$aIncludes bibliographical references and index.
000723909 5050_ $$aForeword; Preface; Acknowledgements; Contents; About the Authors; List of Figures; List of Tables; Part I: Theoretical and Historical Foundations; Chapter 1: Intuitions All Around Us; Introducing Nathan; Cognition and Action at the Individual and Social Levels; What Mediates Between the Individual and Social Levels?; Cognition and Action at the Level of the Social; Cognition and Action at the Level of the Individual; Embodiment and Confidence-Building Through a Zone of Proximal Development; Lensing the Individual and the Social
000723909 5058_ $$aMediation: Interactions Between Individual and Social Levels Some Summative Thoughts on Embodied Cognition; Embodied Cognition at the Level of the Individual; Embodied Cognition at the Level of the Social; References; Chapter 2: On the Nature of Disciplinary Intuitions; Opening Thoughts on Intuition and Disciplinarity; Sociological Arguments for Disciplinarity; Building an Epistemological Case for Disciplinarity; The Nature of Knowledge; On Intuition: How Our Senses Deceive Us, and Why This Is Actually a Good Thing; The Disciplinarity in Intuitions: Innate Abilities of the Mind
000723909 5058_ $$aDisciplinary IntuitionsReferences; Chapter 3: Learning Through Intuition in Early China; Education in Classical Chinese Philosophy; Knowing That and Knowing How; Engaging the Individual; Building from Prior Knowledge; References; Chapter 4: Applying Disciplinary Intuitions to Classroom Contexts: A Constructivist Perspective; Introduction; Constructivism, Prior Knowledge, and Conceptual Change; Conceptual Change and Disciplinary Intuitions; Disciplinary Intuitions as a Resource to Address Student Misconceptions; Implications for Classroom Practice: Challenging Dispositions
000723909 5058_ $$aConcluding RemarksReferences; Part II: Delving into Disciplines; Chapter 5: Developing Disciplinary Intuitions in the Natural Sciences; Introduction; The Example of Genetically Modified (GM) Crops; An Example from the Water Cycle; But What Happens for Counterintuitive Concepts?; References; Chapter 6: The Nature of Intuition in Design; Introduction; Sketching to Design; Design Intuitions and Curriculum Design; Design Context and Activities; Dialogue-in-Action; Teacher Co-drawing with Pupils; Conclusion; References
000723909 5058_ $$aChapter 7: From Seasons to Cisterns: The Nature of Geographical IntuitionIntroduction; The Nature of Geographical Intuitions; Geographical Intuitions and Curriculum Design; When Intuitions Pose Problems; Geography All Around Us - Opportunities for Developing Intuitions; References; Chapter 8: Second Language Intuition: Native Language and Linguistic Universals; Introduction; First Language Acquisition; Second Language Acquisition; Native Language Effects in Second Language Acquisition; Linguistic Universals in Second Language Acquisition
000723909 506__ $$aAccess limited to authorized users.
000723909 520__ $$aMany 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.
000723909 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed November 1, 2014).
000723909 650_0 $$aLearning$$xPhilosophy.
000723909 650_0 $$aEducation$$xPhilosophy.
000723909 650_0 $$aTeaching$$xPhilosophy.
000723909 7001_ $$aLim, Kenneth Y. T.,$$eeditor.
000723909 77608 $$iPrint version:$$aLim, Kenneth$$tDisciplinary Intuitions and the Design of Learning Environments$$dSingapore : Springer Singapore,c2014$$z9789812871817
000723909 852__ $$bebk
000723909 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-287-182-4$$zOnline Access$$91397441.1
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