Page 175 - STEEM2021

‫ اكت�شاف ا آللات الب�سيطة بالحركة ا إلبداعية‬:‫الف�صل الخام�س‬

‫مراجع‬
Barton, K., & Smith, L. (2000). Themes or motifs? Aiming for coherence
through interdisciplinary outlines. The Reading Teacher, 54(1), 54–63.
Bedetti, G. (2015). Collaborative college playwriting and performance: A
.core course “Trespassing” onto the dramatic arts International Journal of
Education & the Arts, 16(19).
Bransford,J.(2000).Howpeoplelearn:Brain,mind,experience,andschool.
: .Washington, DC National Academies Press
Coffey, H. (n.d.). Interdisciplinary teaching. Retrieved on October 3, 2016
from http://www.learnnc.org/lp/pages/5196
Deans, J. (2016). Thinking, feeling and relating: Young children learning
through dance. Australian Journal of Early Childhood, 41(3), 46–57.
DeLoache,J.S.(2000).Dualrepresentationandyoungchildren’suseofscale
models.ChildDevelopment,71(2),329–338.doi:10.1111/1467-8624.00148
PMID:10834468
Dow, C. B. (2010). Young children and movement: The power of creative
dance. Young Children, 65(2), 30–35.
Gopnik, A. (2012). Scientific thinking in young children: Theoretical
advances, em- pirical research, and policy implications. Science, 337(28),
1623–1627. doi:10.1126/ science.1223416 PMID:23019643
Groff, J. S. (2013). Expanding our frames of mind for education
and the arts. Har- vard Educational Review, 83(1), 15–39.
doi:10.17763/haer.83.1.kk34802147665819
Haring, D., & Kelner, T. (2015). Why we got serious about interdisciplinary
teach- ing. Educational Leadership, 73(4), 68.

132