| 書目名稱 | Modelling Learners and Learning in Science Education |
| 副標(biāo)題 | Developing Represent |
| 編輯 | Keith S. Taber |
| 視頻video | http://file.papertrans.cn/637/636510/636510.mp4 |
| 概述 | Offers an integrated account of the modelling processes involved in research into student understanding and learning in science.Emphasises the case for the importance of acknowledging the modelling pr |
| 圖書封面 |  |
| 描述 | .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 |
| 出版日期 | Book 2013 |
| 關(guān)鍵詞 | cognitive development; conceptual development; conceptual structure; learning science; mental register; m |
| 版次 | 1 |
| doi | https://doi.org/10.1007/978-94-007-7648-7 |
| isbn_softcover | 978-94-024-0522-4 |
| isbn_ebook | 978-94-007-7648-7 |
| copyright | Springer Science+Business Media Dordrecht 2013 |
|Archiver|手機(jī)版|小黑屋|
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