Stimulated recall and mental models : tools for teaching and learning computer information literacy
Author(s)
Bibliographic Information
Stimulated recall and mental models : tools for teaching and learning computer information literacy
（Research methods in library and information studies, 2）
Scarecrow Press, 2006
- : pbk., alk
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Note
Includes bibliographical references (p. 255-271) and indexes
HTTP:URL=http://www.loc.gov/catdir/toc/ecip0517/2005022055.html Information=Table of contents
Description and Table of Contents
Description
This book details a funded study of the mental models of six United States and four Australian teacher-librarians. It analyzes and compares their espoused (before), in-action (during), and reflective (after) models while they were teaching two students—in one-on-one sessions—how to use a computer information database resource. The authors discover the what, how, and why of teacher-librarians' thinking, beliefs, and images (i.e. their mental models) as delineated through their verbalizations and actions before, during, and after each of two lessons. The authors also demonstrate the ways and extent to which stimulated recall methods can inform our understanding of teaching with electronic computer databases, and thereby prove a useful tool, not just for researchers, but also for teachers who want to discover more about their teaching and what their students were thinking.
Table of Contents
Part 1 Foreword Chapter 2 1. The Research Study Chapter 3 2. Mental Models Chapter 4 3. Stimulated Recall Methodology Chapter 5 4. Mental Models Emphasizing Procedural and Product Goals Chapter 6 5. Mental Models Facilitating Procedural and Conceptual Understanding Chapter 7 6. The Role of Stimulated Recall in Identifying the Effects of Mental Models on Teaching Chapter 8 7. Use of Mental Models to Analyze and Understand Teachers' Pedagogies Part 9 References Part 10 Subject Index Part 11 Name Index Part 12 About the Authors
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