Seminar, Volúmenes491-496R. Thapar, 2000 |
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Página 15
... learning from an essentially beha- learning from an essentially beha- viourist paradigm . Although no offi- cial document presented any explicit model of the child as learner , imp- licitly curriculum developers and textbook writers ...
... learning from an essentially beha- learning from an essentially beha- viourist paradigm . Although no offi- cial document presented any explicit model of the child as learner , imp- licitly curriculum developers and textbook writers ...
Página 16
... learning as exhibiting ' observable behaviour ' according to a narrowly defined timetable . C ompare the two objectives given above to ' national standards ' defined by the NCTM *** for the same area , numeracy , from kindergarten to ...
... learning as exhibiting ' observable behaviour ' according to a narrowly defined timetable . C ompare the two objectives given above to ' national standards ' defined by the NCTM *** for the same area , numeracy , from kindergarten to ...
Página 38
... learning ( Kumar , 1992 ) . In our country , the primary res- ponsibility of facilitating literacy acquisition falls on schools , the only learning site for most children . How- ever , even while discussing language education little ...
... learning ( Kumar , 1992 ) . In our country , the primary res- ponsibility of facilitating literacy acquisition falls on schools , the only learning site for most children . How- ever , even while discussing language education little ...
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