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text based learning reasoning studies di perfetti charles (21 risultati)
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paperback. Condizione: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!
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Text-Based Learning and Reasoning : Studies in History
Da: GreatBookPrices, Columbia, MD, U.S.A.
Valutazione del venditore 5 su 5 stelle
Condizione: New.
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Text-Based Learning and Reasoning : Studies in History
Da: GreatBookPrices, Columbia, MD, U.S.A.
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Condizione: As New. Unread book in perfect condition.
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Text-Based Learning and Reasoning : Studies in History
Da: GreatBookPricesUK, Woodford Green, Regno Unito
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EUR 44,89
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Text-based Learning and Reasoning: Studies in History
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
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EUR 48,57
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Aggiungi al carrelloPaperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days. 411.
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Text-Based Learning and Reasoning : Studies in History
Da: GreatBookPricesUK, Woodford Green, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 49,23
EUR 16,99 per la spedizione da Regno Unito a U.S.A.Quantità: 10 disponibili
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Text-based Learning and Reasoning: Studies in History
Da: Chiron Media, Wallingford, Regno Unito
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EUR 52,84
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Text-based Learning and Reasoning: Studies in History
Editore: Lawrence Erlbaum Assoc Inc, 1995
ISBN 10: 0805819770 ISBN 13: 9780805819779
Lingua: Inglese
Da: Revaluation Books, Exeter, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 73,96
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Aggiungi al carrelloPaperback. Condizione: Brand New. 240 pages. 9.00x6.00x0.50 inches. In Stock.
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EUR 48,30
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Aggiungi al carrelloTaschenbuch. Condizione: Neu. Text-based Learning and Reasoning | Studies in History | Charles A. Perfetti (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 1995 | Routledge | EAN 9780805819779 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu.
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Text-based Learning and Reasoning: Studies in History
Da: Chiron Media, Wallingford, Regno Unito
Valutazione del venditore 4 su 5 stelle
EUR 141,56
EUR 17,54 per la spedizione da Regno Unito a U.S.A.Quantità: 5 disponibili
Aggiungi al carrelloHardcover. Condizione: New.
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Text-Based Learning and Reasoning : Studies in History
Da: GreatBookPricesUK, Woodford Green, Regno Unito
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EUR 160,90
EUR 16,99 per la spedizione da Regno Unito a U.S.A.Quantità: 10 disponibili
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Text-Based Learning and Reasoning : Studies in History
Da: GreatBookPrices, Columbia, MD, U.S.A.
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Condizione: New.
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Text-Based Learning and Reasoning : Studies in History
Da: GreatBookPricesUK, Woodford Green, Regno Unito
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EUR 173,49
EUR 16,99 per la spedizione da Regno Unito a U.S.A.Quantità: 10 disponibili
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Text-based Learning and Reasoning: Studies in History
Da: Ria Christie Collections, Uxbridge, Regno Unito
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EUR 195,11
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Text-Based Learning and Reasoning : Studies in History
Da: GreatBookPrices, Columbia, MD, U.S.A.
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Condizione: As New. Unread book in perfect condition.
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Text-based Learning and Reasoning: Studies in History
Editore: Lawrence Erlbaum Assoc Inc, 1995
ISBN 10: 0805816437 ISBN 13: 9780805816433
Lingua: Inglese
Da: Revaluation Books, Exeter, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 260,16
EUR 14,16 per la spedizione da Regno Unito a U.S.A.Quantità: 2 disponibili
Aggiungi al carrelloHardcover. Condizione: Brand New. 1st edition. 240 pages. 9.50x6.25x0.75 inches. In Stock.
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Text-based Learning and Reasoning: Studies in History
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 44,91
EUR 17,84 per la spedizione da Regno Unito a U.S.A.Quantità: 5 disponibili
Aggiungi al carrelloPaperback / softback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
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EUR 54,49
EUR 61,75 per la spedizione da Germania a U.S.A.Quantità: 1 disponibili
Aggiungi al carrelloTaschenbuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - History is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems. Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple 'natural' texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations. The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole. By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.
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Text-based Learning and Reasoning: Studies in History
Da: THE SAINT BOOKSTORE, Southport, Regno Unito
Valutazione del venditore 5 su 5 stelle
EUR 160,91
EUR 17,84 per la spedizione da Regno Unito a U.S.A.Quantità: 5 disponibili
Aggiungi al carrelloHardback. Condizione: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.
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EUR 248,76
EUR 62,49 per la spedizione da Germania a U.S.A.Quantità: 1 disponibili
Aggiungi al carrelloBuch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - History is both an academic discipline and a school subject. As a discipline, it fosters a systematic way of discovering and evaluating the events of the past. As a school subject, American history is a staple of middle grades and high school curricula in the United States. In higher education, it is part of the liberal arts education tradition. Its role in school learning provides a context for our approach to history as a topic of learning. In reading history, students engage in cognitive processes of learning, text processing, and reasoning. This volume touches on each of these cognitive problems -- centered on an in-depth study of college students' text learning and extended to broader issues of text understanding, the cognitive structures that enable learning of history, and reasoning about historical problems.Slated to occupy a distinctive place in the literature on human cognition, this volume combines at least three key features in a unique examination of the course of learning and reasoning in one academic domain -- history. The authors draw theory and analysis of text understanding from cognitive science; and focus on multiple 'natural' texts of extended length rather than laboratory texts as well as multiple and extended realistic learning situations.The research demonstrates that history stories can be described by causal-temporal event models and that these models capture the learning achieved by students. This text establishes that history learning includes learning a story, but does not assume that story learning is all there is in history. It shows a growth in students' reasoning about the story and a linkage -- developed over time and with study -- between learning and reasoning. It then illustrates that students can be exceedingly malleable in their opinions about controversial questions -- and generally quite influenced by the texts they read. And it presents patterns of learning and reasoning within and between individuals as well as within the group of students as a whole.By examining students' ability to use historical documents, this volume goes beyond story learning into the problem of document-based reasoning. The authors show not just that history is a story from the learner's point of view, but also that students can develop a certain expertise in the use of documents in reasoning.
