A2 Vertaisarvioitu katsausartikkeli tieteellisessä lehdessä
Projekat Nula – harvardski pristup obrazovanju kroz umetnost [Project Zero – Harvard’s Approach to Education through Arts]
Tekijät: Jelena Gligorijević
Kustantaja: Učiteljski fakultet u Beogradu
Kustannuspaikka: Belgrade
Julkaisuvuosi: 2007
Lehti: Inovacije u nastavi (Teaching innovations)
Vuosikerta: 20
Numero: 1
Aloitussivu: 117
Lopetussivu: 126
Verkko-osoite: http://www.uf.bg.ac.rs/wp-content/uploads/2011/04/INOVACIJA_1_07.pdf
Tiivistelmä
This paper overviews a wide range of research activities initiated by the Project Zero, which is the Harvard University’s research department in the field of learning and education. It is intended for experts in education as well as a more general readership interested in the latest trends and innovations in schooling. The task of providing such a comprehensive review of the Project Zero’s programme and goals is approached in two ways: historically (i.e. by marking the main junctures in the chronological development of this research organisation from its foundation until the present day), and analytically (i.e. through the classification and description of its activities). Combined together, they allow for the overall insight into the long-term objectives and fundamental principles of the Project Zero’s research endeavours. Within such a broad perspective, a special attention is given to the concept of learning and teaching through the arts, as well as to the theory of multiple intelligence. Both these concepts are not only the Project Zero’s most significant research outcomes, but they also lie at the very core of its various research activities on the whole.
This paper overviews a wide range of research activities initiated by the Project Zero, which is the Harvard University’s research department in the field of learning and education. It is intended for experts in education as well as a more general readership interested in the latest trends and innovations in schooling. The task of providing such a comprehensive review of the Project Zero’s programme and goals is approached in two ways: historically (i.e. by marking the main junctures in the chronological development of this research organisation from its foundation until the present day), and analytically (i.e. through the classification and description of its activities). Combined together, they allow for the overall insight into the long-term objectives and fundamental principles of the Project Zero’s research endeavours. Within such a broad perspective, a special attention is given to the concept of learning and teaching through the arts, as well as to the theory of multiple intelligence. Both these concepts are not only the Project Zero’s most significant research outcomes, but they also lie at the very core of its various research activities on the whole.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
Turun yliopiston Tutkimustietojärjestelmän portaali