國立虎尾科技大學 |

Concept Mapping in a Kindergarten Classroom : = Setting the Stage for Learning and Knowing.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Concept Mapping in a Kindergarten Classroom :/
其他題名:	Setting the Stage for Learning and Knowing.
作者:	Werbizky, Lydia G.
面頁冊數:	1 online resource (204 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355084696

Concept Mapping in a Kindergarten Classroom : = Setting the Stage for Learning and Knowing.
Werbizky, Lydia G.

Concept Mapping in a Kindergarten Classroom :Setting the Stage for Learning and Knowing. - 1 online resource (204 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ed.D.)--State University of New York at Binghamton, 2017.

Includes bibliographical references

This study presents a sequence of teaching and learning events taking place in a kindergarten classroom in a rural upstate New York school district. The specific phenomenon to be documented and studied is a curricular strand that introduces and develops concept mapping, on a weekly basis, as a recurrent framework for classroom discussions. Concept mapping will be studied as a means of conveying information, posing and investigating questions, extending and enriching previous learning, reviewing materials, and integrating subject areas. Additionally, it will be used as a way of reporting on previously held knowledge and newly learned material. The overall goal of the study will be to look at concept development and, as a necessary sub-operation, category formation, in young children within the context of a classroom curriculum which systematically and repeatedly uses concept mapping.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355084696Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

Concept Mapping in a Kindergarten Classroom : = Setting the Stage for Learning and Knowing.
LDR:02791ntm a2200361Ki 4500 001 918162
005 20181022132747.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355084696
035 $a (MiAaPQ)AAI10286550
035 $a (MiAaPQ)binghamton:12521
035 $a AAI10286550
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Werbizky, Lydia G. $3 1192409
245 1 0 $a Concept Mapping in a Kindergarten Classroom : $b Setting the Stage for Learning and Knowing.
264 0 $c 2017
300 $a 1 online resource (204 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Susan Strehle.
502 $a Thesis (Ed.D.)--State University of New York at Binghamton, 2017.
504 $a Includes bibliographical references
520 $a This study presents a sequence of teaching and learning events taking place in a kindergarten classroom in a rural upstate New York school district. The specific phenomenon to be documented and studied is a curricular strand that introduces and develops concept mapping, on a weekly basis, as a recurrent framework for classroom discussions. Concept mapping will be studied as a means of conveying information, posing and investigating questions, extending and enriching previous learning, reviewing materials, and integrating subject areas. Additionally, it will be used as a way of reporting on previously held knowledge and newly learned material. The overall goal of the study will be to look at concept development and, as a necessary sub-operation, category formation, in young children within the context of a classroom curriculum which systematically and repeatedly uses concept mapping.
520 $a Of particular interest in this study are the children's responses to the introduction of a hierarchically structured cognitive tool (i.e., concept maps) and what those responses reveal about the children's individual and collective approaches and receptivity to learning when considering their interests as shaped by socio-economics, gender, and social dynamics within the class. In doing so, theoretical constructs underpinning children's interests and responses will be described and analyzed as to their role in organizing and illuminating analysis of teaching choices and children's work.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Early childhood education. $3 557157
650 4 $a Curriculum development. $3 1148494
650 4 $a Education. $3 555912
655 7 $a Electronic books. $2 local $3 554714
690 $a 0518
690 $a 0727
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a State University of New York at Binghamton. $b Education. $3 1191280
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10286550 $z click for full text (PQDT)