Von dem Buch Toward A Theory Of Instruction haben wir 3 gleiche oder sehr ähnliche Ausgaben identifiziert!
Falls Sie nur an einem bestimmten Exempar interessiert sind, können Sie aus der folgenden Liste jenes wählen, an dem Sie interessiert sind:
100%: Jerome S. Bruner: Toward A Theory Of Instruction (ISBN: 9780674897014) in Englisch, Taschenbuch.Nur diese Ausgabe anzeigen…
100%: Jerome Seymour Bruner: Toward a Theory of Instruction (Belknap Press) (ISBN: 9780393098082) 1968, W.W. Norton & Co, in Englisch, Taschenbuch.Nur diese Ausgabe anzeigen…
100%: Jerome Seymour Bruner: Toward a Theory of Instruction (Belknap Press) (ISBN: 9780674897007) in Englisch, Broschiert.Nur diese Ausgabe anzeigen…
Toward A Theory Of Instruction - 13 Angebote vergleichen
| Preise | 2017 | 2020 | 2021 | 2022 |
|---|---|---|---|---|
| Schnitt | € 15,87 | € 26,16 | € 27,43 | € 16,49 |
| Nachfrage |
1
Toward a Theory of Instruction by
~EN USISBN: 9780674897014 bzw. 0674897013, vermutlich in Englisch, Harvard University Press, Vereinigte Staaten von Amerika, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, Lagernd, zzgl. Versandkosten.
This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities. Mr. Bruner, "Harper's" reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in "The Process of Education" are pursued further, probed more deeply, given concrete illustration and a broader context. "One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here. At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought. The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process. Written with all the style and elan that readers have come to expect of Mr. Bruner, "Toward a Theory of Instruction" is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities. Mr. Bruner, "Harper's" reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in "The Process of Education" are pursued further, probed more deeply, given concrete illustration and a broader context. "One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here. At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought. The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process. Written with all the style and elan that readers have come to expect of Mr. Bruner, "Toward a Theory of Instruction" is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
2
Symbolbild
Toward A Theory Of Instruction (1968)
EN PB USISBN: 9780393098082 bzw. 0393098087, in Englisch, W.W. Norton & Co, Taschenbuch, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, Versandkosten nach: USA.
Von Händler/Antiquariat, John R. Belliveau Bookseller.
New York, Ny, U.S.A.: W.W. Norton & Co, 1968. Book. Very Good-. Trade Paperback. Edition Unstated. Spine Lean, Corner Bumps, Owner's Inscription On The Inside Cover, Some Scratching And Scuffing To The Covers, And Other Light Shopwear. Text Is Clean..
Von Händler/Antiquariat, John R. Belliveau Bookseller.
New York, Ny, U.S.A.: W.W. Norton & Co, 1968. Book. Very Good-. Trade Paperback. Edition Unstated. Spine Lean, Corner Bumps, Owner's Inscription On The Inside Cover, Some Scratching And Scuffing To The Covers, And Other Light Shopwear. Text Is Clean..
3
Toward A Theory Of Instruction
~EN NWISBN: 9780674897014 bzw. 0674897013, vermutlich in Englisch, Harvard University Press, Vereinigte Staaten von Amerika, neu.
Lieferung aus: Kanada, Lagernd, zzgl. Versandkosten.
This country''s most challenging writer on education presents here a distillation, for the general reader, of half a decade''s research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities.Mr. Bruner, Harper''s reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context."One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner''s "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man''s powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students'' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process.Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
This country''s most challenging writer on education presents here a distillation, for the general reader, of half a decade''s research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities.Mr. Bruner, Harper''s reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context."One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner''s "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man''s powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students'' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process.Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
4
Toward a Theory of Instruction
EN NWISBN: 9780674897014 bzw. 0674897013, in Englisch, Harvard, neu.
Lieferung aus: Kanada, In Stock, plus shipping.
Jerome Bruner, Books, Reference and Language, Toward a Theory of Instruction, This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities.Mr. Bruner, Harper's reports, has stirred up more excitement than any educator since John Dewey. His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context.One is struck by the absence of a theory of instruction as a guide to pedagogy, Mr. Bruner observes; in its place there is principally a body of maxims. The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual, and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner's evolutionary instrumentalism, his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process.Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
Jerome Bruner, Books, Reference and Language, Toward a Theory of Instruction, This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities.Mr. Bruner, Harper's reports, has stirred up more excitement than any educator since John Dewey. His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context.One is struck by the absence of a theory of instruction as a guide to pedagogy, Mr. Bruner observes; in its place there is principally a body of maxims. The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual, and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner's evolutionary instrumentalism, his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process.Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
5
Toward a Theory of Instruction (Belknap Press)
EN USISBN: 0674897013 bzw. 9780674897014, in Englisch, Belknap Press, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
administration,education,education and reference,education theory,philosophy and social aspects,schools and teaching,textbooks, This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities.Mr. Bruner, Harper's reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context."One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this.
administration,education,education and reference,education theory,philosophy and social aspects,schools and teaching,textbooks, This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities.Mr. Bruner, Harper's reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context."One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this.
6
Toward a Theory of Instruction Jerome Bruner Author
~EN PB NWISBN: 9780674897014 bzw. 0674897013, vermutlich in Englisch, Harvard, Taschenbuch, neu.
Lieferung aus: Vereinigte Staaten von Amerika, Lagernd, zzgl. Versandkosten.
This country’s most challenging writer on education presents here a distillation, for the general reader, of half a decade’s research and reflection. His theme is dual: how children learn, and how they can best be helped to learn—how they can be brought to the fullest realization of their capacities.Jerome Bruner, Harper’s reports, has “stirred up more excitement than any educator since John Dewey.” His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context.“One is struck by the absence of a theory of instruction as a guide to pedagogy,” Mr. Bruner observes; “in its place there is principally a body of maxims.” The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, “the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual,” and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner’s “evolutionary instrumentalism,” his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man’s powers—especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach—an experimental mathematics course and a multifaceted course in social studies. In both, the students’ encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process.Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
This country’s most challenging writer on education presents here a distillation, for the general reader, of half a decade’s research and reflection. His theme is dual: how children learn, and how they can best be helped to learn—how they can be brought to the fullest realization of their capacities.Jerome Bruner, Harper’s reports, has “stirred up more excitement than any educator since John Dewey.” His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context.“One is struck by the absence of a theory of instruction as a guide to pedagogy,” Mr. Bruner observes; “in its place there is principally a body of maxims.” The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, “the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual,” and these are amply evidenced here.At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner’s “evolutionary instrumentalism,” his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man’s powers—especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach—an experimental mathematics course and a multifaceted course in social studies. In both, the students’ encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process.Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
7
Toward a theory of instruction (1968)
EN PB USISBN: 9780393098082 bzw. 0393098087, in Englisch, 176 Seiten, W.W. Norton & Co, Taschenbuch, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, Usually ships in 1-2 business days.
Von Händler/Antiquariat, Better World Books: South.
W. W. Norton, 1968, Good., Text clean. Light wear. 176 pages. [Education] Out-of-print and antiquarian booksellers since 1933. We pack and ship with care. Paperback, Ausgabe: Underlining, Label: W.W. Norton & Co, W.W. Norton & Co, Produktgruppe: Book, Publiziert: 1968, Studio: W.W. Norton & Co, Verkaufsrang: 1674373.
Von Händler/Antiquariat, Better World Books: South.
W. W. Norton, 1968, Good., Text clean. Light wear. 176 pages. [Education] Out-of-print and antiquarian booksellers since 1933. We pack and ship with care. Paperback, Ausgabe: Underlining, Label: W.W. Norton & Co, W.W. Norton & Co, Produktgruppe: Book, Publiziert: 1968, Studio: W.W. Norton & Co, Verkaufsrang: 1674373.
8
Symbolbild
Toward a theory of instruction
EN USISBN: 9780393098082 bzw. 0393098087, in Englisch, W.W. Norton & Co, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, Versandkostenfrei nach: USA.
Von Händler/Antiquariat, Better World Books.
W.W. Norton & Co. Used - Good. Shows some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee. Shipped to over one million happy customers. Your purchase benefits world literacy!
Von Händler/Antiquariat, Better World Books.
W.W. Norton & Co. Used - Good. Shows some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee. Shipped to over one million happy customers. Your purchase benefits world literacy!
9
Toward a Theory of Instruction
EN PB USISBN: 9780674897014 bzw. 0674897013, in Englisch, Triliteral, Taschenbuch, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
9780674897014,0674897013,toward,theory,instruction,jerome,bruner, A hand inspected Used copy of "Toward a Theory of Instruction" by Jerome S. Bruner. Ships directly from Textbooks.com, Paperback, Shipping to USA only!
9780674897014,0674897013,toward,theory,instruction,jerome,bruner, A hand inspected Used copy of "Toward a Theory of Instruction" by Jerome S. Bruner. Ships directly from Textbooks.com, Paperback, Shipping to USA only!
10
Symbolbild
Toward a theory of instruction
EN PB USISBN: 9780393098082 bzw. 0393098087, in Englisch, W.W. Norton & Co, Taschenbuch, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, Versandkosten nach: USA.
Von Händler/Antiquariat, Discover Books.
W.W. Norton & Co. Paperback. GOOD. Gently used may contain ex-library markings, possibly has some light highlighting, textual notations, and or underlining. Text is still easily readable.
Von Händler/Antiquariat, Discover Books.
W.W. Norton & Co. Paperback. GOOD. Gently used may contain ex-library markings, possibly has some light highlighting, textual notations, and or underlining. Text is still easily readable.
Lade…