標(biāo)題: Titlebook: Conceptual Profiles; A Theory of Teaching Eduardo F. Mortimer,Charbel N. El-Hani Book 2014 Springer Science+Business Media Dordrecht 2014 c [打印本頁(yè)] 作者: Spring 時(shí)間: 2025-3-21 16:24
書目名稱Conceptual Profiles影響因子(影響力)
書目名稱Conceptual Profiles影響因子(影響力)學(xué)科排名
書目名稱Conceptual Profiles網(wǎng)絡(luò)公開度
書目名稱Conceptual Profiles網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Conceptual Profiles被引頻次
書目名稱Conceptual Profiles被引頻次學(xué)科排名
書目名稱Conceptual Profiles年度引用
書目名稱Conceptual Profiles年度引用學(xué)科排名
書目名稱Conceptual Profiles讀者反饋
書目名稱Conceptual Profiles讀者反饋學(xué)科排名
作者: 豐富 時(shí)間: 2025-3-21 20:50
978-94-017-7717-9Springer Science+Business Media Dordrecht 2014作者: rods366 時(shí)間: 2025-3-22 02:16
Conceptual Profiles978-90-481-9246-5Series ISSN 1878-0482 Series E-ISSN 1878-0784 作者: 虛弱的神經(jīng) 時(shí)間: 2025-3-22 08:24 作者: GIST 時(shí)間: 2025-3-22 10:04
Stephanie Ann Houghton,Kayoko Hashimotoate the epistemological grounds of the theory in terms of an objective pragmatism, drawing on Peirce’s and Dewey’s philosophies, and discuss the differences between this philosophical position and relativist views. For a pragmatist, there is no problem in comparing different ways of thinking, provid作者: 傷心 時(shí)間: 2025-3-22 15:03 作者: 傷心 時(shí)間: 2025-3-22 20:47
Günter Edlinger,Christoph Gugerodern chemistry, we cannot resort only to the classical molecules or to its modern counterparts: dynamic, polynuclear, or supramolecular frameworks. All of them are complementary views of the chemical world. They are not applicable to the same problems, but we cannot resort to only one of them to ex作者: 出血 時(shí)間: 2025-3-23 01:08
https://doi.org/10.1007/978-3-642-29746-5showing several possible meanings and, thus, admitting a conceptual profile. We attempted to demarcate the zones that constitute this conceptual profile through a dialogic interplay between theoretical and empirical studies, involving at least three genetic domains: the sociocultural, by means of a 作者: Inelasticity 時(shí)間: 2025-3-23 03:53
Towards Practical Brain-Computer Interfacesy courses. This study is presented as a proposal to develop a new methodology for the study of profiles from questionnaires. The methodology includes the use of statistical methods and focused on (a) the analysis of the potential of each questionnaire item to access the different zones of the concep作者: IRK 時(shí)間: 2025-3-23 08:47 作者: Hectic 時(shí)間: 2025-3-23 12:50 作者: effrontery 時(shí)間: 2025-3-23 14:00 作者: HAIL 時(shí)間: 2025-3-23 18:20
https://doi.org/10.1007/978-3-031-13249-0 candidate to represent the teaching-learning process in formal or nonformal school activities. Therefore, some aspects of this theory will be considered in order to point out the need for an approach relating the complexity of the world and language with the structural complexity of the subjects’ c作者: 階層 時(shí)間: 2025-3-24 01:45
https://doi.org/10.1007/978-3-031-13249-0s justified because it is a concept that is at the heart of people’s existence through its opposition to the concept of life. In this article we address the historical and epistemological construction of the concept of death, considering different knowledge fields, such as biology, medicine, philoso作者: 高歌 時(shí)間: 2025-3-24 06:22 作者: Grievance 時(shí)間: 2025-3-24 07:54
Contemporary Trends and Issues in Science Educationhttp://image.papertrans.cn/c/image/235033.jpg作者: HARD 時(shí)間: 2025-3-24 11:10
Stephanie Ann Houghton,Kayoko HashimotoFrom this we derive one of the learning goals in the profile theory: to become aware of the several modes of thinking available in a sociocultural circumstance and of the domains in which their application shows pragmatic value.作者: Cardioplegia 時(shí)間: 2025-3-24 16:54 作者: 印第安人 時(shí)間: 2025-3-24 19:45 作者: 逢迎白雪 時(shí)間: 2025-3-25 01:27 作者: Lacunar-Stroke 時(shí)間: 2025-3-25 06:27
Old and New Processes of Vorton Formation, Finally, we present classroom teaching episodes that indicate how the alternation between authoritative and dialogic discourse contributes to enhance students’ awareness of the heat conceptual profile. The work allowed us to indicate the heuristic potential of this theoretical framework for innovative teaching practices in science education.作者: Intercept 時(shí)間: 2025-3-25 08:54
Conceptual Profile of Adaptation: A Tool to Investigate Evolution Learning in Biology Classrooms employed by students and teachers when negotiating meanings around explanations for evolutionary changes. Contributions of this study to the research program on conceptual profiles and its implications to the construction of pedagogical practice in the science classroom are also discussed.作者: Lyme-disease 時(shí)間: 2025-3-25 15:00
The Implications of the Conceptual Profile in Science Teaching: An Example from a Teaching Sequence Finally, we present classroom teaching episodes that indicate how the alternation between authoritative and dialogic discourse contributes to enhance students’ awareness of the heat conceptual profile. The work allowed us to indicate the heuristic potential of this theoretical framework for innovative teaching practices in science education.作者: 鐵砧 時(shí)間: 2025-3-25 15:56 作者: 受辱 時(shí)間: 2025-3-25 21:23
Conceptual Profiles: Theoretical-Methodological Bases of a Research Programbe concept internalization, a potential contradiction appears, which is discussed and solved in this paper based on Vygotsky’s theory and on situated cognition. We also elaborate on the characteristics of conceptual profiles as models of the different ways of seeing and conceptualizing the world pre作者: 允許 時(shí)間: 2025-3-26 00:39
Methodological Grounds of the Conceptual Profile Research Program range of questions that makes it possible to produce different contexts, favoring the appearance of different zones. Finally, to discuss how different zones of a profile emerge in discursive interactions in the classroom, we model the discursive dynamics and meaning making in teaching episodes thro作者: 時(shí)間等 時(shí)間: 2025-3-26 05:37
Contributions of the Sociocultural Domain to Build a Conceptual Profile Model for Molecule and Molecstemological and ontological consequences of each zone for the development of chemistry. Related to the zones that are outside the scientific domain, we are interested in showing contemporary uses of ideas that bear strong similarity with these zones. Finally we discuss some implications of determin作者: obsolete 時(shí)間: 2025-3-26 12:25
Building a Profile for the Biological Concept of Lifees, representing three levels of understanding of the life concept: “internalist,” including conceptions in which life is understood as a set of inherent processes or properties of living beings; “externalist,” amounting to an understanding of life as something external to and apart from living bein作者: 男生如果明白 時(shí)間: 2025-3-26 12:59 作者: 謊言 時(shí)間: 2025-3-26 18:52 作者: narcotic 時(shí)間: 2025-3-26 22:39
Conceptual Profile as a Model of a Complex Worldxity of the cultural and historical dimensions of the representations used in our daily life. Finally, we understand that the structural complexity of the embodied and situated cognitive states could be expressed by a complex conceptual profile enabling us to represent not only its epistemological a作者: 無畏 時(shí)間: 2025-3-27 04:55
Building a Profile Model for the Concept of Deathh in three zones: naturalistic, religious, and relational. The naturalistic zone expresses a conception of death as something natural, a result of a condition intrinsic to living organisms. The religious zone contains a comprehension of death as something that results from the “divine will” and repr作者: 向前變橢圓 時(shí)間: 2025-3-27 08:29
Book 2014l-rounded theory of teaching and learning scientific concepts. The authors have taken the opportunity in this book to develop their ideas further, anticipate and respond to criticisms—that of relativism, for example—and explain how their theory can be applied to analyze the teaching of core concepts作者: FLINT 時(shí)間: 2025-3-27 09:28 作者: Resistance 時(shí)間: 2025-3-27 17:41 作者: 小平面 時(shí)間: 2025-3-27 18:56 作者: filial 時(shí)間: 2025-3-28 01:59
https://doi.org/10.1007/978-3-642-29746-5es, representing three levels of understanding of the life concept: “internalist,” including conceptions in which life is understood as a set of inherent processes or properties of living beings; “externalist,” amounting to an understanding of life as something external to and apart from living bein作者: JOT 時(shí)間: 2025-3-28 02:19 作者: 不整齊 時(shí)間: 2025-3-28 08:28 作者: wall-stress 時(shí)間: 2025-3-28 11:13
https://doi.org/10.1007/978-3-031-13249-0xity of the cultural and historical dimensions of the representations used in our daily life. Finally, we understand that the structural complexity of the embodied and situated cognitive states could be expressed by a complex conceptual profile enabling us to represent not only its epistemological a作者: 600 時(shí)間: 2025-3-28 15:07
https://doi.org/10.1007/978-3-031-13249-0h in three zones: naturalistic, religious, and relational. The naturalistic zone expresses a conception of death as something natural, a result of a condition intrinsic to living organisms. The religious zone contains a comprehension of death as something that results from the “divine will” and repr作者: 拍翅 時(shí)間: 2025-3-28 20:26 作者: 憤慨點(diǎn)吧 時(shí)間: 2025-3-29 02:07 作者: 省略 時(shí)間: 2025-3-29 04:38
The Epistemological Grounds of the Conceptual Profile Theoryate the epistemological grounds of the theory in terms of an objective pragmatism, drawing on Peirce’s and Dewey’s philosophies, and discuss the differences between this philosophical position and relativist views. For a pragmatist, there is no problem in comparing different ways of thinking, provid作者: abolish 時(shí)間: 2025-3-29 08:04
Methodological Grounds of the Conceptual Profile Research Programing at identifying possible zones to build a conceptual profile model, investigations conducted in order to understand how the different zones of a conceptual profile model evolve in a specific population, or researches about how different zones of a profile emerge in discursive interactions in the 作者: Muscularis 時(shí)間: 2025-3-29 11:45
Contributions of the Sociocultural Domain to Build a Conceptual Profile Model for Molecule and Molecodern chemistry, we cannot resort only to the classical molecules or to its modern counterparts: dynamic, polynuclear, or supramolecular frameworks. All of them are complementary views of the chemical world. They are not applicable to the same problems, but we cannot resort to only one of them to ex作者: corn732 時(shí)間: 2025-3-29 18:24
Building a Profile for the Biological Concept of Lifeshowing several possible meanings and, thus, admitting a conceptual profile. We attempted to demarcate the zones that constitute this conceptual profile through a dialogic interplay between theoretical and empirical studies, involving at least three genetic domains: the sociocultural, by means of a 作者: Leisureliness 時(shí)間: 2025-3-29 19:45 作者: 易碎 時(shí)間: 2025-3-30 02:19 作者: 排名真古怪 時(shí)間: 2025-3-30 04:12
A Conceptual Profile of Entropy and Spontaneity: Characterising Modes of Thinking and Ways of Speakiof physical and chemical processes. This conceptual profile can be helpful to understand the reasons for the spontaneous occurrence, or not, of processes, highlighting how energy can be distributed in matter. Three zones were proposed considering different conceptions about entropy and spontaneity: 作者: 怎樣才咆哮 時(shí)間: 2025-3-30 08:57
The Implications of the Conceptual Profile in Science Teaching: An Example from a Teaching Sequence le a teaching project in thermal physics with 9th grade students in Brazil. We start with a discussion of a simplified version of the heat conceptual profile model built by Amaral and Mortimer, and then we show how the contents and activities of the teaching sequence fit with the learning demands re作者: 茁壯成長(zhǎng) 時(shí)間: 2025-3-30 15:44
Conceptual Profile as a Model of a Complex World candidate to represent the teaching-learning process in formal or nonformal school activities. Therefore, some aspects of this theory will be considered in order to point out the need for an approach relating the complexity of the world and language with the structural complexity of the subjects’ c
