| 000 | 00993nam a22002297a 4500 | ||
|---|---|---|---|
| 003 | OSt | ||
| 005 | 20230510092611.0 | ||
| 008 | 180302b xxu||||| |||| 00| 0 eng d | ||
| 010 | _a6613179 | ||
| 020 | _a674897005 | ||
| 040 | _aLB-BrCRDP | ||
| 082 | _a371.102 B895t | ||
| 100 | _aBruner, Jerome S. | ||
| 245 | _aToward a Theory of Instruction | ||
| 260 |
_aMassachusetts _bThe Belknap Press of Harvard University Press. Cambridge _c1971 |
||
| 300 |
_a176p _c20cm |
||
| 520 | _aInstruction is an effort to assist or to shape growth. In devising instruction for the young, one would be ill advised indeed to ignore what is known about growth, its constraints and opportunities. And a theory of instruction - and this book is a series of exercises in such a theory - is in effect a theory of how growth and development are assisted by diverse means | ||
| 650 | _aEducation Philosophy | ||
| 650 | _aEducation -- Philosophy -- 1965- | ||
| 650 | _aTeaching Philosophy | ||
| 942 |
_2ddc _cBK |
||
| 999 |
_c18823 _d18823 |
||