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001			281282
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007			cr nn 008mamaa
008			150903s2006 ne | o |||| 0|eng d
020			_a9781402038303 _99781402038303
024	7		_a10.1007/1402038305 _2doi
035			_avtls000334515
039		9	_a201509030211 _bVLOAD _c201404120802 _dVLOAD _c201404090541 _dVLOAD _y201402041150 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC8-6691
100	1		_aAubusson, Peter J. _eeditor. _9306838
245	1	0	_aMetaphor and Analogy in Science Education / _cedited by Peter J. Aubusson, Allan G. Harrison, Stephen M. Ritchie.
264		1	_aDordrecht : _bSpringer Netherlands, _c2006.
300			_avii, 210 páginas _brecurso en línea.
336			_atexto _btxt _2rdacontent
337			_acomputadora _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_aarchivo de texto _bPDF _2rda
490	0		_aScience & Technology Education Library, _x1572-5987 ; _v30
500			_aSpringer eBooks
505	0		_aMetaphor and Analogy -- Teaching and Learning with Analogies -- Complementary Epistemologies of Science Teaching -- Post-Festum and Heuristic Analogies -- The Affective Dimension of Analogy -- The Role of Models, Mental Models and Analogies in Chemistry Teaching -- Metaphors for Genes -- Role Play as Analogical Modelling in Science -- Metaphor, Students’ Conceptions of Learning and Teaching, and Metacognition -- The Role of Analog Models in the Understanging of the Nature of Models in Chemistry -- The Role of Metaphor in a New Science Teacher’s Learning from Experience -- Metaphors and Analogies in Transition -- Why Do Science Teachers Teach the Way They Do and How Can They Improve Practice? -- Can Analogy Help in Science Education Research? -- Metaphors We Write by -- Metaphorically Thinking.
520			_aThis book brings together powerful ideas and new developments from internationally recognised scholars and classroom practitioners to provide theoretical and practical knowledge to inform progress in science education. This is achieved through a series of related chapters reporting research on analogy and metaphor in science education. Throughout the book, contributors not only highlight successful applications of analogies and metaphors, but also foreshadow exciting developments for research and practice. Themes include metaphor and analogy: best practice, as reasoning; for learning; applications in teacher development; in science education research; philosophical and theoretical foundations. Accordingly, the book is likely to appeal to a wide audience of science educators –classroom practitioners, student teachers, teacher educators and researchers.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aHarrison, Allan G. _eeditor. _9306839
700	1		_aRitchie, Stephen M. _eeditor. _9306840
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9781402038297
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-3830-5 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942			_c14
999			_c281282 _d281282