| Experience of Mediated Learning: An Impact of Feuerstein's Theory in Education and Psychology Contributor(s): Kozulin, Alex (Editor), Rand, Yaacov (Editor) |
|
 |
ISBN: 0080436471 ISBN-13: 9780080436470 Publisher: Pergamon OUR PRICE: $152.94 Product Type: Hardcover Published: September 2000 Annotation: In this volume the authors examine the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. The book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children, to the current international acceptance and application of his ideas. The authors discuss key issues such as: the relationship between Feuerstein's theory and the changing agenda of psychological research; developments in the fields of learning potential assessment and their contribution to a more culturally equitable evaluation procedure; the influence of MLE theory on the enhancement of the learning potential of students. The discussion concludes with a consideration of the more problematic aspects of Feuerstein's work and an examination of alternative assessment methods. |
| Additional Information |
| BISAC Categories: - Education | Educational Psychology - Education | Learning Styles - Social Science |
| Dewey: 370.15 |
| LCCN: 00026839 |
| Series: Advances in Learning and Instruction Series |
| Physical Information: 0.88" H x 6.14" W x 9.21" (1.57 lbs) 384 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: In this volume, the authors examine the impact of Feuerstein's theory of Mediated Learning Experience (MLE) on our understanding of the learning, instruction and cognitive modifiability of children, adolescents and young adults. The book begins with a historical essay charting the origins of the theory in Feuerstein's work with holocaust survivors and immigrant children, to the current international acceptance and application of his ideas. The authors discuss key issues such as: the relationship between Feuerstein's theory and the changing agenda of psychological research; developments in the fields of learning potential assessment and their contribution to a more culturally equitable evaluation procedure; the influence of MLE theory on the enhancement of the learning potential of students. The discussion concludes with a consideration of the more problematic aspects of Feuerstein's work and an examination of alternative assessment methods. |
