| 000 | 03319nam a22005295i 4500 | ||
|---|---|---|---|
| 001 | 978-3-030-55673-0 | ||
| 003 | DE-He213 | ||
| 005 | 20210301020425.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 201104s2020 gw | s |||| 0|eng d | ||
| 020 | _a9783030556730 | ||
| 024 | 7 |
_a10.1007/978-3-030-55673-0 _2doi |
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| 040 | _cМУБИС | ||
| 050 | 4 | _aL1-991 | |
| 072 | 7 |
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_a370 _223 |
| 100 | 1 |
_aLangran, Elizabeth. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 245 | 1 | 0 |
_aNavigating Place-Based Learning _h[electronic resource] : _bMapping for a Better World / _cby Elizabeth Langran, Janine DeWitt. |
| 250 | _a1st ed. 2020. | ||
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2020. |
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| 300 |
_aXIX, 163 p. 13 illus., 9 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 505 | 0 | _a1. Place-Based Learning, Geospatial Literacy, and Maps -- 2. How and Why Place-Based Learning Works -- 3. The Design of Critical Place-Based Inquiry -- 4. Facilitating Student Learning -- 5. Place-Based Inquiry in Action -- 6. Mapping for A Better World -- 7. Afterword.-. | |
| 520 | _aThis book explores how educators can realize the potential of critical place-based pedagogy. The authors’ model leverages the power of technology through strategies such as mobile mapping so that students can read the world and share spatial narratives. The same complexity that makes spaces outside the classroom ideal for authentic, purposeful learning creates challenges for educators who must minimize students taking wrong turns or reaching dead ends. Instructional design process is key and the authors offer exemplars of this from multiple disciplines. Whether students are exploring a local community or a natural environment, place-based inquires must include recognition of privilege and the social dynamics that reinforce inequalities. Concluding with a discussion of the changing social context, the authors highlight how contemporary events add a sense of urgency to the call for a critical place-based pedagogy—one that is more inclusive for all students. | ||
| 650 | 0 | _aEducation. | |
| 650 | 0 | _aCurriculums (Courses of study). | |
| 650 | 0 | _aEducation—Curricula. | |
| 650 | 0 | _aHigher education. | |
| 650 | 1 | 4 |
_aEducation, general. _0https://scigraph.springernature.com/ontologies/product-market-codes/O00000 |
| 650 | 2 | 4 |
_aCurriculum Studies. _0https://scigraph.springernature.com/ontologies/product-market-codes/O15000 |
| 650 | 2 | 4 |
_aHigher Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O36000 |
| 700 | 1 |
_aDeWitt, Janine. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut |
|
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030556723 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030556747 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030556754 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-030-55673-0 |
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| 999 |
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