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Informationen zum Autor Daniel Ness, Ph.D. Columbia University, is an assistant professor in the Department of Human Development and Learning at Dowling College where he teaches courses in mathematics curriculum and instruction and cognitive development. He has taught mathematics at all levels, and his 10 years of clinical practice extends from teaching mathematics to conducting clinical interviews and diagnosing mathematical behaviors. Dr. Ness is the author of numerous articles on mathematics cognition and the development of spatial and geometric thinking. He is a contributing co-editor of 'After the Bell' in Science Scope, a contributing author of Trivializing Teacher Education: The Accreditation Squeeze (Rowman & Littlefield), and co-editor of the Encyclopedia on Education and Human Development (M.E. Sharpe). Stephen J. Farenga, Ed.D. Columbia University, is an associate professor and former chairperson of the Department of Human Development and Learning at Dowling College. His research has appeared in major journals in science education, technology, and education of the gifted. Dr. Farenga has taught science for 15 years at the elementary and secondary levels and has served on the Commissioner's Advisory Council on the Arts in Education in New York State. Dr. Farenga has established an educational research clinic to examine methods of best practice and has served as a consultant for urban and suburban school districts. He is a contributing co-editor of 'After the Bell' in Science Scope, a contributing author to Trivializing Teacher Education: The Accreditation Squeeze (Rowman & Littlefield), and co-editor of the Encyclopedia on Education and Human Development (M.E. Sharpe). Klappentext Knowledge under Construction is the first to examine young children's spatial and scientific thinking through their architectural constructions with Legos_ and blocks. The authors' coding system allows teachers and parents to observe and record children's cognitive behaviors related to spatial thinking. In challenging Piaget's thesis, the authors illuminate our conceptions of children's emergent knowledge of space and scientific inquiry, and provide new insight into alternative ways to measure cognitive abilities in children based through block play. Zusammenfassung Examines young children's spatial and scientific thinking through their architectural constructions with Legos and blocks. This work provides coding system which allows teachers and parents to observe and record children's cognitive behaviors related to spatial thinking. Inhaltsverzeichnis Chapter 1 Spatial, Geometric, and Architectural Thinking: The Big Picture Chapter 2 Developmental Perspectives on Spatial and Geometric Thinking Chapter 3 Children as Architects: The Identification of Architectural Principles Underlying Young Children's Geometric Constructions Chapter 4 Contextual Observation: The Assessment for Measuring Spatial, Geometric, and Architectural Thinking of Young Children (SPAGAR) Chapter 5 Age, Gender, Socioeconomic Status Factors in Spatial, Geometric, and Architectural Thinking Chapter 6 Constructing Alone: Cases 1 and 2 Chapter 7 Constructing Interactively: Cases 3 and 4 Chapter 8 Beyond the Blocks: Implementing Praxis...
