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Campo DC | Valor | Lengua/Idioma |
---|---|---|
dc.contributor.author | McCrory, Catherine | es |
dc.date.accessioned | 2017-07-13T12:10:21Z | - |
dc.date.available | 2017-07-13T12:10:21Z | - |
dc.date.issued | 2017-04-12 | es |
dc.identifier.uri | http://hdl.handle.net/10201/53685 | - |
dc.description.abstract | Using the philosophy of inferentialism (Brandom, 2000), this article explores teachers' approach to students' conceptual development, arguing that asking what it is for a concept to have meaning affords new ways of framing both instructional design and explanations of variation in student learning. Through an inductive research strategy into a single lesson taught by a student-teacher, I show how semantic theory can help educators to discern and harness student knowledge building. | en_EN |
dc.format | application/pdf | es |
dc.format.extent | 29-44 | es |
dc.language | spa | es |
dc.rights | info:eu-repo/semantics/openAccess | es |
dc.subject | Inferentialism | en_EN |
dc.subject | Concepts | en_EN |
dc.subject | Knowledge | en_EN |
dc.title | Using a beginning history teacher's consideration of students' prior knowledge in a single lesson case study to reframe discussion of historical knowledge | - |
dc.type | info:eu-repo/semantics/article | es |
Aparece en las colecciones: | Vol. 20, Núm. 2 (2017) |
Ficheros en este ítem:
Fichero | Descripción | Tamaño | Formato | |
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Initial Teacher Education and Professional Development international challenges and insights from History Education_ingles.pdf | 244,45 kB | Adobe PDF | Visualizar/Abrir |
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