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020 _a080584841X
_qalk. paper
020 _a9780805848410
_qalk. paper
035 _a(ATU)b10907762
035 _a(DLC) 2004043330
035 _a(OCoLC)54677464
040 _aDLC
_beng
_erda
_cDLC
_dDLC
_dOrLoB-B
_dATU
042 _apcc
050 0 0 _aLB2324
_b.I55 2004
082 0 0 _a378.12
_222
100 1 _aInnes, Robert B.,
_eauthor.
_91050064
245 1 0 _aReconstructing undergraduate education :
_busing learning science to design effective courses /
_cRobert B. Innes.
264 1 _aMahwah, N.J. :
_bL. Erlbaum Associates,
_c2004.
300 _axv, 301 pages ;
_c24 cm
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
504 _aIncludes bibliographical references (pages 270-283) and index.
505 0 0 _g1.
_tOverview of constructivism --
_g2.
_tJohn Dewey and the foundations of constructivism --
_g3.
_tPsychological constructivist perspectives on learning --
_g4.
_tCourse development case study I --
_g5.
_tSociocultural perspectives on learning --
_g6.
_tTransactional constructivist perspectives --
_g7.
_tOpen dialogue, disciplinary discourse, and diversity in the learning community --
_g8.
_t"Understanding organizations" case study II --
_g9.
_tDeveloping a transactional constructivist teaching model --
_g10.
_tCurriculum reform in higher education.
520 1 _a"This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice."--BOOK JACKET.
588 _aMachine converted from AACR2 source record.
650 0 _aEducation, Higher
_xPhilosophy
_9762169
650 0 _aCollege teaching
_9315655
907 _a.b10907762
_b03-10-17
_c27-10-15
942 _cB
945 _a378.12 INN
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