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Making Sense of Learning: A research based approach. Evidence to guide policy and practice, with an emphasis on secondary stages

Accepted version
Peer-reviewed

Type

Article

Change log

Authors

Taber, Keith S 

Abstract

Introduction ‘Making Sense of Learning: A research based approach. Evidence to guide policy and practice, with an emphasis on secondary stages’ (henceforth, ‘Making Sense of Learning’) is a book that aims “to make available, hopefully in straightforward language, what is directly relevantdirectly relevant to the actual practice of teaching along with the pressing issues that face education today” (p.vii, emphasis in original). It is a substantial volume of 19 chapters spread across about 500 pages. The book includes a large number of figures, many being simple illustrations to highlight and reiterate key points in the text, and and index. This review offers a brief introduction to the scope of the volume, and discusses some key features of the book in relation to its nature as a pedagogic text. Page references to quotations below refer to ‘Making Sense of Learning’, except where otherwise indicated.

Description

Keywords

50 Philosophy and Religious Studies, 5002 History and Philosophy Of Specific Fields

Journal Title

FOUNDATIONS OF CHEMISTRY

Conference Name

Journal ISSN

1386-4238
1572-8463

Volume Title

23

Publisher

Springer Science and Business Media LLC

Rights

All rights reserved