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"Humanists, scientists, and educationalists think and learn in different ways. Based upon her extensive interviews in many disciplines and countries, Professor Donald teaches us how."
--David G. Brown, vice president and dean, International Center for Computer Enhanced Learning, Wake Forest University
Drawing on more than twenty-five years of research, Janet Donald shows how knowledge is structured and how professors and students perceive learning in their fields-and offers strategies for constructing and using knowledge that will help postsecondary institutions to promote students' intellectual development within and across the disciplines. The author first creates a framework for understanding student intellectual development and for learning to think in different disciplines. In succeeding chapters, she describes the principal methods of inquiry in each discipline and their effects on learning to think, examining what this means for students and how we might use it to improve the instructional process.
For faculty members, this book provides insight into the representation and development of curricula, courses, and programs to improve teaching and learning processes. Professors of education may find a specific use for the comparisons across disciplines in planning courses on teaching methods, as an aid in providing students with insight into how disciplines or fields of study are constructed, and in refining their own conceptual framework in their field. Administrators, particularly of programs and departments, will find suggestions for policy initiatives that are needed to create a supportive learning environment and for organizing teaching and learning.
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