Problem Solving and Education: Issues in Teaching and ResearchDavid T. Tuma, Frederick Reif L. Erlbaum Associates, 1980 - 212 páginas |
Dentro del libro
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Página 122
... approach was feasible , and either discarded it or began to construct corresponding quantitative equations . In no case was the theoretical approach changed after the solver began to construct equations . Thus qualitative theoretical ...
... approach was feasible , and either discarded it or began to construct corresponding quantitative equations . In no case was the theoretical approach changed after the solver began to construct equations . Thus qualitative theoretical ...
Página 128
... approach and the normative approach ; but I want to stress strongly that that way of conceptualizing it is completely fallacious . It is actually the difference between two scientific approaches that of descriptive science and that of ...
... approach and the normative approach ; but I want to stress strongly that that way of conceptualizing it is completely fallacious . It is actually the difference between two scientific approaches that of descriptive science and that of ...
Página 130
... approach , where systematic approaches are transcended in a burst of brilliance , usually explicable ( if at all ) only in terms of some idiosyncratic or traumatic model from life experience . Nothing much follows from the eureka approach ...
... approach , where systematic approaches are transcended in a burst of brilliance , usually explicable ( if at all ) only in terms of some idiosyncratic or traumatic model from life experience . Nothing much follows from the eureka approach ...
Contenido
Trends in the Theory of Knowledge | 9 |
A Decade of Experience in Teaching | 25 |
The Experience of Learning and Teaching Patterns | 32 |
Derechos de autor | |
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