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The Future in Learning Science: What’s in it for the Learner?
This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from th…
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- 1
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- 978-3-319-16543-1
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- XV, 299, 11 b/w illustrations
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A First Course in Statistical Programming with R
This is the only introduction you'll need to start programming in R, the open-source language that is free to download, and lets you adapt the source code for your own requirements. Co-written by one of the R Core Development Team, and by an established R author, this book comes with real R code that complies with the standards of the language. Unlike other introductory books on the ground-brea…
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- 9780511803642
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Transitions in Mathematics Education
This book examines the kinds of transitions that have been studied in mathematics education research. It defines transition as a process of change, and describes learning in an educational context as a transition process. The book focuses on research in the area of mathematics education, and starts out with a literature review, describing the epistemological, cognitive, institutional and socioc…
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- 978-3-319-31622-2
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Transformative Perspectives and Processes in Higher Education
This book aims to provide insight into the complexities confronting higher education today and to highlight tangible opportunities that exist to address such issues. We are in a constant state of flux and higher education needs to respond in more proactive, intentional and innovative ways to remain a relevant cornerstone to society and culture. The editors begin by asking how our collective rea…
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- 978-3-319-09247-8
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Transdisciplinary Professional Learning and Practice
This book presents thinking about and through transdisciplinary and professional development as an educative process. Rather than focusing on the delineation of the approaches offered, an analysis of these contributions points to commonality in those problems that benefit from a transdisciplinary perspective. The core elements of transdisciplinarity can lead to what might be called metanoia …
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- ISBN/ISSN
- 978-3-319-11590-0
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The Educational Significance of Human and Non-Human Animal Interactions
The Educational Significance of Human and Non-Human Animal Interactions explores human animal/non-human animal interactions from different disciplinary perspectives, from education policy to philosophy of education and ecopedagogy. The authors refute the idea of anthropocentrism (the belief that human beings are the central or most significant species on the planet) through an ethical investiga…
- Edition
- 1
- ISBN/ISSN
- 978-1-137-50525-5
- Collation
- XIII, 234
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The Educational Significance of Human and Non-Human Animal Interactions
The Educational Significance of Human and Non-Human Animal Interactions explores human animal/non-human animal interactions from different disciplinary perspectives, from education policy to philosophy of education and ecopedagogy. The authors refute the idea of anthropocentrism (the belief that human beings are the central or most significant species on the planet) through an ethical investiga…
- Edition
- 1
- ISBN/ISSN
- 978-1-137-50525-5
- Collation
- XIII, 234
- Series Title
- -
- Call Number
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Self-directed learning research and its impact on educational practice
This scholarly book is the third volume in an NWU book series on self-directed learning and is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audien…
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- 9781928523451
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The Design of Learning Experience
This book delves into two divergent, yet parallel themes; first is an examination of how educators can design the experiences of learning, with a focus on the learner and the end results of education; and second, how educators learn to design educational products, processes and experiences. The book seeks to understand how to design how learning occurs, both in the instructional design studio a…
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- 1
- ISBN/ISSN
- 978-3-319-16504-2
- Collation
- XII, 292, 18 b/w illustrations, 14 illustrations in colour
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- Educational Communications and Technology: Issues and Innovations
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Theories in and of Mathematics Education Theory Strands in German Speaking C…
This survey provides an overview of German meta-discourse on theories and mathematics education as a scientific discipline, from the 1970s to the 1990s. Two theory strands are offered: a semiotic view related to Peirce and Wittgenstein (presented by Willibald Dörfler), and the theory of learning activity by Joachim Lompscher (presented by Regina Bruder and Oliver Schmitt). By networking the tw…
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- ISBN/ISSN
- 978-3-319-42589-4
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