Modelling learners and learning in science education: developing representations of concepts, conceptual structure and conceptual change to inform teaching and research
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | German |
| Veröffentlicht: |
Dordrecht [u.a.]
Springer
2013
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| Schriftenreihe: | graph. Darst.
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| Online-Zugang: | FUBA1 HWR01 UBG01 Volltext Inhaltsverzeichnis Abstract |
| Beschreibung: | 1 Online-Ressource (XIX, 364 S.) |
| ISBN: | 9789400776487 9789400776470 |
| DOI: | 10.1007/978-94-007-7648-7 |
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Datensatz im Suchindex
| _version_ | 1804151778512470016 |
|---|---|
| adam_text | MODELLING LEARNERS AND LEARNING IN SCIENCE EDUCATION
/ TABER, KEITH S.
: 2013
TABLE OF CONTENTS / INHALTSVERZEICHNIS
MODELLING LEARNERS AND LEARNING IN SCIENCE EDUCATION
MODELLING MENTAL PROCESSES IN THE SCIENCE LEARNER
MODELLING THE SCIENCE LEARNER’S KNOWLEDGE
DEVELOPMENT AND LEARNING
CONCLUSION
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
MODELLING LEARNERS AND LEARNING IN SCIENCE EDUCATION
/ TABER, KEITH S.
: 2013
ABSTRACT / INHALTSTEXT
THIS BOOK SETS OUT THE NECESSARY PROCESSES AND CHALLENGES INVOLVED IN
MODELLING STUDENT THINKING, UNDERSTANDING AND LEARNING. THE CHAPTERS
LOOK AT THE CENTRALITY OF MODELS FOR KNOWLEDGE CLAIMS IN SCIENCE
EDUCATION AND EXPLORE THE MODELLING OF MENTAL PROCESSES, KNOWLEDGE,
COGNITIVE DEVELOPMENT AND CONCEPTUAL LEARNING. THE CONCLUSION OUTLINES
SIGNIFICANT IMPLICATIONS FOR SCIENCE TEACHERS AND THOSE RESEARCHING IN
THIS FIELD. THIS HIGHLY USEFUL WORK PROVIDES MODELS OF ASPECTS OF
SCIENTIFIC THINKING AND LEARNING, DRAWING UPON DIFFERENT FIELDS AND
ANALYSES THE PROCESSES BY WHICH WE CAN ARRIVE AT CLAIMS ABOUT THE MINDS
OF OTHERS. IN EVERYDAY LIFE WE COMMONLY TAKE IT FOR GRANTED THAT FINDING
OUT WHAT ANOTHER KNOWS OR THINKS IS A RELATIVELY TRIVIAL OR
STRAIGHTFORWARD PROCESS. WE COME TO TAKE THE MENTAL REGISTER (THE WAY
WE TALK AND THINK ABOUT THE CONTENTS OF MINDS) FOR GRANTED AND SO
TEACHERS AND RESEARCHERS MAY READILY UNDERESTIMATE THE CHALLENGES
INVOLVED IN THEIR WORK. THE AUTHOR HIGHLIGHTS THE LOGICAL IMPOSSIBILITY
OF EVER KNOWING FOR SURE WHAT SOMEONE ELSE KNOWS, UNDERSTANDS OR THINKS,
AND MAKES THE CASE THAT RESEARCHERS IN SCIENCE EDUCATION NEED TO BE MUCH
MORE EXPLICIT ABOUT THE EXTENT TO WHICH RESEARCH INTO LEARNERS IDEAS IN
SCIENCE IS NECESSARILY A PROCESS OF DEVELOPING MODELS. THROUGH THIS BOOK
WE LEARN THAT RESEARCH REPORTS SHOULD ACKNOWLEDGE THE ROLE OF MODELLING
AND AVOID MAKING CLAIMS THAT ARE MUCH LESS TENTATIVE THAN IS JUSTIFIED
AS THIS CAN LEAD TO MISLEADING AND SOMETIMES CONTRARY FINDINGS IN THE
LITERATURE
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
|
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| isbn | 9789400776487 9789400776470 |
| language | German |
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| spelling | Taber, Keith S. Verfasser aut Modelling learners and learning in science education developing representations of concepts, conceptual structure and conceptual change to inform teaching and research Keith S. Taber Dordrecht [u.a.] Springer 2013 1 Online-Ressource (XIX, 364 S.) txt rdacontent c rdamedia cr rdacarrier graph. Darst. https://doi.org/10.1007/978-94-007-7648-7 Verlag Volltext Springer Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027031971&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Springer Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027031971&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Taber, Keith S. Modelling learners and learning in science education developing representations of concepts, conceptual structure and conceptual change to inform teaching and research |
| title | Modelling learners and learning in science education developing representations of concepts, conceptual structure and conceptual change to inform teaching and research |
| title_auth | Modelling learners and learning in science education developing representations of concepts, conceptual structure and conceptual change to inform teaching and research |
| title_exact_search | Modelling learners and learning in science education developing representations of concepts, conceptual structure and conceptual change to inform teaching and research |
| title_full | Modelling learners and learning in science education developing representations of concepts, conceptual structure and conceptual change to inform teaching and research Keith S. Taber |
| title_fullStr | Modelling learners and learning in science education developing representations of concepts, conceptual structure and conceptual change to inform teaching and research Keith S. Taber |
| title_full_unstemmed | Modelling learners and learning in science education developing representations of concepts, conceptual structure and conceptual change to inform teaching and research Keith S. Taber |
| title_short | Modelling learners and learning in science education |
| title_sort | modelling learners and learning in science education developing representations of concepts conceptual structure and conceptual change to inform teaching and research |
| title_sub | developing representations of concepts, conceptual structure and conceptual change to inform teaching and research |
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