9789400776470 - Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Rese... (14 résultats)

Etat : Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.

Etat : New. In English.

Etat : New. pp. 386.

Hardcover. Etat : Brand New. 2013 edition. 364 pages. 9.25x6.25x1.00 inches. In Stock.

Buch. Etat : Neu. Druck auf Anfrage Neuware - Printed after ordering - This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling 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 scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. 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 onto learners' ideas in science is necessarily a process of developing models.Through this book we learn that research reports should acknowledgethe role of modeling 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. 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 about the 'contents' of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.

Hardcover. Etat : Like New. Like New. book.

Hardcover. Etat : Sehr gut. FINE, ALMOST LIKE NEW - NUR A-866.

Etat : new. Questo è un articolo print on demand.

Buch. Etat : Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling 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 scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. 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 onto learners' ideas in science is necessarily a process of developing models.Through this book we learn that research reports should acknowledge the role of modeling 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. 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 about the 'contents' of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work. 384 pp. Englisch.

Gebunden. Etat : New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Offers an integrated account of the modelling processes involved in research into student understanding and learning in scienceEmphasises the case for the importance of acknowledging the modelling processes necessarily underpinning any account of .

Buch. Etat : Neu. Modelling Learners and Learning in Science Education | Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research | Keith S. Taber | Buch | xix | Englisch | 2014 | Springer Netherland | EAN 9789400776470 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu Print on Demand.

Buch. Etat : Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling 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 scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. 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 onto learners¿ ideas in science is necessarily a process of developing models.Through this book we learn that research reports should acknowledgethe role of modeling 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. 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 about the ¿contents¿ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 384 pp. Englisch.

Etat : New. Print on Demand pp. 386 83 Illus.

Etat : New. PRINT ON DEMAND pp. 386.