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Stimulated Recall and Mental Models: Tools for Teaching and Learning Computer Information Literacy

New. Sprache: Englisch.
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This book details a funded study of the mental models of six United States and four Australian teacher-librarians. It analyzes and compares their espoused (before), in-action (during), and reflective (after) models while they were teaching two studen … weiterlesen
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Produktdetails

Titel: Stimulated Recall and Mental Models: Tools for Teaching and Learning Computer Information Literacy
Autor/en: Lyn Henderson, Julie Tallman

ISBN: 0810852225
EAN: 9780810852228
New.
Sprache: Englisch.
SCARECROW PR INC

Dezember 2005 - kartoniert - 304 Seiten

Beschreibung

This book details a funded study of the mental models of six United States and four Australian teacher-librarians. It analyzes and compares their espoused (before), in-action (during), and reflective (after) models while they were teaching two students_in one-on-one sessions_how to use a computer information database resource.

Inhaltsverzeichnis

Part 1 Foreword Chapter 2 1. The Research Study Chapter 3 2. Mental Models Chapter 4 3. Stimulated Recall Methodology Chapter 5 4. Mental Models Emphasizing Procedural and Product Goals Chapter 6 5. Mental Models Facilitating Procedural and Conceptual Understanding Chapter 7 6. The Role of Stimulated Recall in Identifying the Effects of Mental Models on Teaching Chapter 8 7. Use of Mental Models to Analyze and Understand Teachers' Pedagogies Part 9 References Part 10 Subject Index Part 11 Name Index Part 12 About the Authors

Portrait

Lyn Henderson is a senior lecturer in the School of Education at James Cook University in Townsville, Queensland, Australia. Julie Tallman is a professor in the Department of Educational Psychology at the University of Georgia.

Pressestimmen

This publication is a must read for all teachers, irrespective of the level of teaching and the subject field. It provides a detailed account of how the mental models that a teacher uses to prepare and present a lesson impact on the ability of the student to grasp important concepts. Online Information Review, Vol. 31, No. 5, 2007 Henderson (education, James Cook U., Queensland, Australia) and Tallman (instructional technology, U. of Georgia, Athens) describe a funded study of six US and four Australian teacher-librarians that analyzed and compared their initial and final mental models while teaching two students how to use a computer database resource. The authors demonstrate the ways and extent to which stimulated recall methods can inform our understanding of teaching with electronic databases. Scitech Book News
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