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Developing more curious minds /
Annotation.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Alexandria, Va. :
Association for Supervision and Curriculum Development,
©2003.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Barell, John. | |
| 245 | 1 | 0 | |a Developing more curious minds / |c John Barell. |
| 260 | |a Alexandria, Va. : |b Association for Supervision and Curriculum Development, |c ©2003. | ||
| 300 | |a 1 online resource (x, 244 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a A culture of inquisitiveness -- Models of inquiry -- Creating schools of inquiry -- The nature of good questions -- Writing our curiosities -- Questioning texts -- An intelligent revolution -- Inquiry- and problem-based learning -- Wisely using the World Wide Web -- Of museums and fieldnotes -- How we assess our inquisitiveness -- The power of leadership -- Epilogue. | |
| 588 | 0 | |a Print version record. | |
| 520 | 8 | |a Annotation. |b After the September 11 attacks on the World Trade Center and Pentagon, many people questioned why no one had anticipated the terroristsÆ acts, even when events and intelligence seemed to point toward them. John Barell wonders if the attacks speak to a greater societal problem of complacency. He believes many students have become too passive in their learning, accepting information and ôfactsö as presented in textbooks, classes, and the media. Drawing on anecdotes from educators and his own life, Barell describes practical strategies to spur studentsÆ ability and willingness to pose and answer their own questions. Antarctica expeditions, outer space discoveries, dinosaur fossils, literature, and more help define the importance of developing an inquisitive mind, using such practices as * Maintaining journals on field trips, * Using questioning frames and models when reading texts, * Engaging in critical thinking and problem-based learning, and * Integrating inquiry into curriculum development and the classroom culture. To become habits of mind, studentsÆ daily curiosities must be nurtured and supported. Barell draws a vivid map to guide readers to ôan intelligent revolutionö in which schools can become places where educators and students imagine and work together to become active citizens in their society. | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Questioning. | |
| 650 | 0 | |a Critical thinking. | |
| 650 | 0 | |a Problem-based learning. | |
| 650 | 6 | |a Interrogation. | |
| 650 | 6 | |a Pensée critique. | |
| 650 | 6 | |a Apprentissage par problèmes. | |
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| 650 | 7 | |a Problem-based learning |2 fast | |
| 650 | 7 | |a Questioning |2 fast | |
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| 650 | 7 | |a Kind |2 gnd | |
| 650 | 7 | |a Kritisches Denken |2 gnd | |
| 650 | 7 | |a Apprentissage par problèmes. |2 rasuqam | |
| 650 | 1 | 7 | |a Éducation. |2 rasuqam |
| 650 | 7 | |a Pédagogie. |2 rasuqam | |
| 650 | 7 | |a Pensée critique. |2 rasuqam | |
| 650 | 1 | 7 | |a Questionnement (Philosophie) |2 rasuqam |
| 651 | 7 | |a États-Unis. |2 rasuqam | |
| 655 | 0 | |a Electronic books. | |
| 655 | 7 | |a Guide (Descripteur de forme) |2 rasuqam | |
| 776 | 0 | 8 | |i Print version: |a Barell, John. |t Developing more curious minds. |d Alexandria, Va. : Association for Supervision and Curriculum Development, ©2003 |z 0871207192 |w (DLC) 2002151117 |w (OCoLC)50754987 |
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