000			03082nam a22003855i 4500
001			282215
003			MX-SnUAN
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007			cr nn 008mamaa
008			150903s2007 ne | o |||| 0|eng d
020			_a9781402051159 _99781402051159
024	7		_a10.1007/9781402051159 _2doi
035			_avtls000335045
039		9	_a201509030251 _bVLOAD _c201404300257 _dVLOAD _y201402041250 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aL1-991
100	1		_aKimbell, Richard. _eautor _9308675
245	1	0	_aResearching Design Learning : _bIssues and Findings from Two Decades of Research and Development / _cby Richard Kimbell, Kay Stables.
264		1	_aDordrecht : _bSpringer Netherlands, _c2007.
300			_brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aScience & Technology Education Library, _x1572-5987 ; _v34
500			_aSpringer eBooks
505	0		_aOur Philosophical Position -- Capability: A Philosophical Position -- Learning and Teaching: A Philosophical Position -- Assessment: A Philosophical Position -- Research: A Philosophical Position -- The Projects -- APU Design & Technology -- Further Performance Assessment -- Continuing Fundamental Research -- Public Policy Research -- Evaluating Curricular Initiatives -- Emerging Issues And Understandings -- Processes, Activities and Tasks -- Learning and Teaching -- Assessing Performance -- Learner Differences -- Research Methodology -- Concluding Reflections.
520			_aDesign & Technology evolved in the school curriculum from the mid 1960s. By the 1980s it had become mainstream for the British government to fund research exploring what learners could do when challenged with design & technology tasks. The authors worked together on that project, producing in 1991 the first seminal research report on learners’ capability in design & technology. This book summarises the lessons learned from this and other projects. The book’s messages centre on the designing activity, on learning, teaching and assessment, and, more widely, on what can be learnt about the research process itself. The authors aim to answer questions such as: How does the active, concrete learning tradition enable cognitive and emotional growth? What influences bear upon the process; the teacher, the environment, the task, the learners themselves? Researching such questions, their concerns have integrated the conceptual, the practical and the pedagogic.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aStables, Kay. _eautor _9308676
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9781402051142
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-5115-9 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c282215 _d282215