000			03792nam a22003855i 4500
001			283244
003			MX-SnUAN
005			20160429154226.0
007			cr nn 008mamaa
008			150903s2008 ne | o |||| 0|eng d
020			_a9781402064944 _99781402064944
024	7		_a10.1007/9781402064944 _2doi
035			_avtls000335648
039		9	_a201509030239 _bVLOAD _c201404300304 _dVLOAD _y201402041306 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC8-6691
100	1		_aClement, John J. _eeditor. _9310359
245	1	0	_aModel Based Learning and Instruction in Science / _cedited by John J. Clement, Mary Anne Rea-Ramirez.
264		1	_aDordrecht : _bSpringer Netherlands, _c2008.
300			_aApprox. 310 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		_aModels and Modeling in Science Education ; _v2
500			_aSpringer eBooks
505	0		_aBasic Concepts and Background for Model Based Learning -- Student/Teacher Co-construction of Visualizable Models in Large Group Discussion -- An Instructional Model Derived from Model Construction and Criticism Theory -- to Model Based Teaching Strategies -- Determining Target Models and Effective Learning Pathways for Developing Understanding of Biological Topics -- Co-construction and Model Evolution in Chemistry -- Target Model Sequence and Critical Learning Pathway for an Electricity Curriculum Based on Model Evolution -- Case Study of Model Evolution in Electricity: Learning from Both Observations and Analogies -- Qualitative Research on Specific Strategies -- A Competition Strategy and Other Modes for Developing Mental Models in Large Group Discussion -- What If Scenarios For Testing Student Models in Chemistry -- Applying Modeling Theory to Curriculum Development: From Electric Circuits to Electromagnetic Fields -- Developing Complex Mental Models in Biology Through Model Evolution -- Role of Discrepant Questioning Leading to Model Element Modification -- Using Analogies in Science Teaching and Curriculum Design: Some Guidelines -- Model Based Reasoning Among Inner City Middle School Students -- Six Levels of Organization for Curriculum Design and Teaching.
520			_aThis book describes new, model based teaching methods for science instruction. It presents research that describes these new methods in a very diverse group of settings: middle school biology, high school physics, and college chemistry classrooms. Mental models in these areas such as understanding the structure of the lungs or cells, molecular structures and reaction mechanisms in chemistry, or causes of current flow in electricity are notoriously difficult for many students to learn. Yet these lie at the core of conceptual understanding in these areas. The studies focus on a variety of teaching strategies such as discrepant questioning, analogies, animations, model competition, and hands on activities. Five different levels of organization for teaching strategies are described, from those operating over months (design of the sequence of units in a curriculum) to those operating over minutes ( teaching tactics for guiding discussion minute by minute).
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aRea-Ramirez, Mary Anne. _eeditor. _9310615
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9781402064937
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-1-4020-6494-4 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c283244 _d283244