There is oneTeacher's Guide which corresponds with each Student Activities Book, and consists of two parts: Answers and InstructionalAids forTeachers, and Answer Sheets. The Answers and Instructional Aids for Teachers provides advice for how to optimize the effectiveness of the activities, as well as brief explanations and comments on each question in the student activites. The Answer Sheets may be duuplicated and distributed to students as desired. Use of the Answer Sheets is particularly recommended for activities requiring a lot of graphing or drawing.
An eminent psychologist offers a major new theory of human cognition: movement, not language, is the foundation of thought When we try to think about how we think, we can't help but think of words. Indeed, some have called language the stuff of thought. But pictures are remembered far better than words, and describing faces, scenes, and events defies words. Anytime you take a shortcut or play chess or basketball or rearrange your furniture in your mind, you've done something remarkable: abstract thinking without words. In Mind in Motion, psychologist Barbara Tversky shows that spatial cognition isn't just a peripheral aspect of thought, but its very foundation, enabling us to draw meaning from our bodies and their actions in the world. Our actions in real space get turned into mental actions on thought, often spouting spontaneously from our bodies as gestures. Spatial thinking underlies creating and using maps, assembling furniture, devising football strategies, designing airports, understanding the flow of people, traffic, water, and ideas. Spatial thinking even underlies the structure and meaning of language: why we say we push ideas forward or tear them apart, why we're feeling up or have grown far apart. Like Thinking, Fast and Slow before it, Mind in Motion gives us a new way to think about how--and where--thinking takes place.
Explains the physics of gravity and gravitational pull, offering information on the contributions made in this area by Copernicus, Galileo, and Newton.
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Born in Italy to a well-to-do Jewish family, Emilio Segrè (1905-1989) became Enrico Fermi’s first graduate student in 1928, contributed to the discovery of slow neutrons and was appointed director of the University of Palermo’s physics laboratory in 1936. While visiting the Radiation Laboratory in Berkeley, California in 1938, he learned that he had been dismissed from his Palermo post by Mussolini’s Fascist regime. Ernest O. Lawrence hired him to work on the cyclotron at Berkeley with Luis Alvarez, Edwin McMillan, and Glenn Seaborg. Segrè was one of the first to join Oppenheimer at Los Alamos, where he became a group leader on the Manhattan Project. In 1959, he won the Nobel Prize in physics for the discovery of the antiproton. He was a professor of physics at UC Berkeley from 1946 until 1972. “[A] readable, absorbing, interesting autobiography... A valuable contribution by a person who witnessed the development of much of modern nuclear physics. Segrè’s description of the historic neutron experiments performed in Rome during the mid-1930s by Enrico Fermi’s group, of which Segrè was a member, is of inestimable worth.” — Glenn T. Seaborg, Physics Today “A Mind Always in Motion is Emilio Segrè’s account — published four years after his death in 1989 — of his personal life and his life in physics... It is absorbing, moving in places and frequently revealing. Segrè noted in his preface, ‘I have not sought to display manners and tact I never had, and I have tried to treat myself no better than any one else.’ He ably succeeded in these purposes.” — Daniel J. Kevles, Nature “For general readers with an interest in the history of nuclear physics, Segrè... is among the most personable witnesses.” — Publishers Weekly
Using an analysis of learning by a case study comparison of two undergraduate courses at a United States University, Nespor examines the way in which education and power merge in physics and management. Through this study of politics and practices of knowledge, he explains how students, once accepted on these courses, are facilitated on a path to power; physics and management being core disciplines in modern society. Taking strands from constructivist psychology, post-modern geography, actor-network theory and feminist sociology, this book develops a theoretical language for analysing the production and use of knowledge. He puts forward the idea that learning, usually viewed as a process of individual minds and groups in face-to-face interaction, is actually a process of activities organised across space and time and how organisations of space and time are produced in social practice.; Within this context educational courses are viewed as networks of a larger whole, and individual courses are points in the network which link a wider relationship by way of texts, tasks and social practices intersecting with them. The book shows how students enrolled on such courses automatically become part of a network of power and knowledge.
Henri Bergson (1859–1941) is widely regarded as one of the most original and important philosophers of the twentieth century. His work explored a rich panoply of subjects, including time, memory, free will and humour and we owe the popular term élan vital to a fundamental insight of Bergson’s. His books provoked responses from some of the leading thinkers and philosophers of his time, including Albert Einstein, William James and Bertrand Russell, and he is acknowledged as a fundamental influence on Marcel Proust. The Bergsonian Mind is an outstanding, wide-ranging volume covering the major aspects of Bergson’s thought, from his early influences to his continued relevance and legacy. Thirty-six chapters by an international team of leading Bergson scholars are divided into five clear parts: Sources and Scene Mind and World Ethics and Politics Reception Bergson and Contemporary Thought. In these sections fundamental topics are examined, including time, freedom and determinism, memory, perception, evolutionary theory, pragmatism and art. Bergson’s impact beyond philosophy is also explored in chapters on Bergson and spiritualism, physics, biology, cinema and post-colonial thought. An indispensable resource for anyone in Philosophy studying and researching Bergson’s work, The Bergsonian Mind will also interest those in related disciplines, such as Literature, Religion, Sociology and French Studies.
