| 000 | 02899nam a22004217a 4500 | ||
|---|---|---|---|
| 001 | sulb-eb0027013 | ||
| 003 | BD-SySUS | ||
| 005 | 20160413122723.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 131114s2013 ne | s |||| 0|eng d | ||
| 020 |
_a9789462094376 _9978-94-6209-437-6 |
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| 024 | 7 |
_a10.1007/978-94-6209-437-6 _2doi |
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| 050 | 4 | _aL1-991 | |
| 072 | 7 |
_aJN _2bicssc |
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| 072 | 7 |
_aEDU000000 _2bisacsh |
|
| 082 | 0 | 4 |
_a370 _223 |
| 245 | 1 | 0 |
_aTransfer, Transitions and Transformations of Learning _h[electronic resource] / _cedited by H. E. Middleton, L. K. J. Baartman. |
| 264 | 1 |
_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2013. |
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| 300 |
_aVI, 172 p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 | _aInternational Technology Education Studies | |
| 520 | _aThis book explores one of the enduring issues in educational research and one of the challenges for formal education. That is, understanding the relationship between learning in one context, setting or time and a subsequent related learning experience or activity. The chapters in the book examine the issue drawing on existing theory as starting points but using each author’s own research to push existing boundaries of what we know in terms of the ideas captured in the title of the book: transfer, transitions and transformations of learning. The chapters explore the issue through a range of approaches and settings including: possibilities for a concept-context approach to transfer, transfer between knowledge domains, transfer as an iterative process between contexts, transfer as boundary crossing between vocations, transfer as integration of theory and practice, transferring standards in assessment, representation in the transition from novice to expert, transformation of self through sustainability education, transforming identities of first year design and technology teachers and the role of implicit knowledge in understanding the relationship between declarative and procedural knowledge in the transition to expertise. This book should be of interest to teachers in schools and the adult education sector, research students, teacher educators, researchers and policy-makers who are involved in learning in, through or with technology. | ||
| 650 | 0 | _aEducation. | |
| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aEducation, general. |
| 700 | 1 |
_aMiddleton, H. E. _eeditor. |
|
| 700 | 1 |
_aBaartman, L. K. J. _eeditor. |
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| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 830 | 0 | _aInternational Technology Education Studies | |
| 856 | 4 | 0 | _uhttp://dx.doi.org/10.1007/978-94-6209-437-6 |
| 912 | _aZDB-2-SHU | ||
| 942 |
_2Dewey Decimal Classification _ceBooks |
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| 999 |
_c49105 _d49105 |
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