Narrative Understanding: Developing a Theoretical Context for Understanding How Children Make Meaning in Classroom Settings.
In: Journal of Curriculum Studies, Jg. 32 (2000), Heft 1, S. 45-63
Online
academicJournal
Zugriff:
Examines developments in social and cultural approaches to understanding child development. Focuses on the issue of narrative understanding as an important concept in discussions of how children learn. Offers a rationale for considering narrative understanding as a key aspect of meaning-making and discusses implications for classroom practice. (CMK)
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Narrative Understanding: Developing a Theoretical Context for Understanding How Children Make Meaning in Classroom Settings.
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Autor/in / Beteiligte Person: | Lyle, Sue |
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Zeitschrift: | Journal of Curriculum Studies, Jg. 32 (2000), Heft 1, S. 45-63 |
Veröffentlichung: | 2000 |
Medientyp: | academicJournal |
ISSN: | 0022-0272 (print) |
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