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Learning from text across conceptual domains

Learning from text across conceptual domains (3회 대출)

자료유형
단행본
개인저자
Hynd, Cynthia , 1948-
단체저자명
National Reading Research Center (U.S.)
서명 / 저자사항
Learning from text across conceptual domains / edited by Cynthia R. Hynd ; section editors, Steven A. Stahl, Martha Carr, Shawn M. Glynn.
발행사항
Mahwah, N.J. :   L. Erlbaum Associates ,   1998.  
형태사항
xi, 305 p. : ill. ; 24 cm.
ISBN
080582183X (c : alk. paper) 0805821848 (p : alk. paper) 9780805821840
일반주기
"National Reading Research Center, NRRC."  
서지주기
Includes bibliographical references and indexes.
일반주제명
Learning. Knowledge, Theory of. High school teaching. Students -- Psychology. Reading (Secondary)
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001 000045398724
005 20071109133626
008 971029s1998 njua b 001 0 eng
010 ▼a 97043514
020 ▼a 080582183X (c : alk. paper)
020 ▼a 0805821848 (p : alk. paper)
020 ▼a 9780805821840
035 ▼a (KERIS)REF000004601018
040 ▼a DLC ▼c DLC ▼d DLC ▼d 211009
050 0 0 ▼a LB1060 ▼b .L4242 1998
082 0 0 ▼a 370.15/23 ▼2 22
090 ▼a 370.1523 ▼b L4382
245 0 0 ▼a Learning from text across conceptual domains / ▼c edited by Cynthia R. Hynd ; section editors, Steven A. Stahl, Martha Carr, Shawn M. Glynn.
260 ▼a Mahwah, N.J. : ▼b L. Erlbaum Associates , ▼c 1998.
300 ▼a xi, 305 p. : ▼b ill. ; ▼c 24 cm.
500 ▼a "National Reading Research Center, NRRC."
504 ▼a Includes bibliographical references and indexes.
650 0 ▼a Learning.
650 0 ▼a Knowledge, Theory of.
650 0 ▼a High school teaching.
650 0 ▼a Students ▼x Psychology.
650 0 ▼a Reading (Secondary)
700 1 ▼a Hynd, Cynthia , ▼d 1948-
710 2 ▼a National Reading Research Center (U.S.)
945 ▼a KINS

소장정보

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/서고6층/ 청구기호 370.1523 L4382 등록번호 111439801 도서상태 대출가능 반납예정일 예약 서비스 B M

컨텐츠정보

목차

Contents: Preface. Introduction to Part I: The Nature of Knowledge and Learning. D. Pruitt, T. Sanders, M. Wayne, Interdisciplinary Instruction in a Southeastern High School. C.R. Hynd, S.A. Stahl, What Do We Mean by Knowledge and Learning? M. Carr, N.B. Mizelle, D. Charak, Motivation to Read and Learn From Text. Introduction to Part II: How Students Learn Content Knowledge. S.A. Stahl, Four Questions About Vocabulary Knowledge and Reading and Some Answers. R.C. Sorrells, B.K. Britton, What Is the Point? Tests of a Quick and Clean Method for Improving Instructional Text. B.A. VanSledright, L. Frankes, Literature's Place in Learning History and Science. C.R. Hynd, B. Guzzetti, When Knowledge Contradicts Intuition: Conceptual Change. L. Anderson-Inman, D. Reinking, Learning From Text in a Post-Typographic World. S.M. Glynn, M. Law, E.C. Doster, Making Text Meaningful: The Role of Analogies. Introduction to Part III: Learning Disciplinary Knowledge. L.C. Hern, M. Faust, M. Boyd, Literacy, Textuality, and the Expert: Learning in the English Language Arts. M.M. McMahon, B.B. McCormack, To Think and Act Like a Scientist: Learning Disciplinary Knowledge. P.A. Alexander, The Nature of Disciplinary and Domain Learning: The Knowledge, Interest, and Strategic Dimensions of Learning From Subject-Matter Text.


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