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020 _a9789400704497
_99789400704497
024 7 _a10.1007/9789400704497
_2doi
035 _avtls000366327
039 9 _a201509030701
_bVLOAD
_c201405070424
_dVLOAD
_y201402251333
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLC8-6691
100 1 _aKhine, Myint Swe.
_eeditor.
_9308008
245 1 0 _aModels and Modeling :
_bCognitive Tools for Scientific Enquiry /
_cedited by Myint Swe Khine, Issa M. Saleh.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2011.
300 _aviii, 292 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 ;
_v6
500 _aSpringer eBooks
505 0 _aPART I - Theory Formation and Modeling in Science Education -- Chapter 1. Modeling and the Future of Science Learning, Richard K. Coll, Denis Laijum -- Chapter 2. A Study of Expert Theory Formation: The Role of Different Model Types and Domain Frameworks, Allan Collins.-Chapter 3. The Nature of Scientific Meta-Knowledge, Barbara Y. White, Allan Collins, John R. Frederiksen -- Chapter 4. From Modeling Schemata to the Profiling Schema: Modeling across the Curricula for Profile Shaping Education, Ibrahim A. Halloun. - PART II – Modeling and Student Learning in Science Education -- Chapter 5. Helping Students Construct Robust Conceptual Models, Colleen Megowan-Romanowicz -- Chapter 6. The Molecular Workbench Software: An Innovative Dynamic Modeling Tool for Nanoscience Education, Charles Xie, Amy Pallant -- Chapter 7. Lowering the Learning Threshold: Multi-Agent-Based Models and Learning Electricity, Pratim Sengupta, Uri Wilensky -- Chapter 8. Engineering-based Modeling Experiences in the Elementary and Middle Classroom, Lyn D. English, Nicholas G. Mousoulides -- Chapter 9. Engaging Elementary Students in Scientific Modeling: The MoDeLS 5th Grade Approach and Findings, Hamin Baek, Christina Schwarz, Jing Chen, Hayat Hokayem, Li Zhan -- PART III – Modeling and Teachers’ Knowledge -- Chapter 10. Relationships between Elementary Teachers’ Conceptions of Scientific Modeling and the Nature of Science, Valarie L. Akerson, Orvil White, Huseyin Colak,Khemmawaddee Pongsanon -- Chapter 11. Science teachers’ knowledge about learning and teaching models and modeling in Public Understanding of Science, Ineke Henze, Jan H. van Driel -- Chapter 12. Teaching Pre-service Elementary Teachers to Teach Science with Computer Models, Nicos Valanides, Charoula Angeli -- Subject Index.
520 _a The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. In recent years, science educators have greatly increased their use of modeling in teaching, especially real-time dynamic modeling, which is central to a scientific investigation. Modeling in science teaching is being used in an array of fields, everything from primary sciences to tertiary chemistry to college physics, and it is sure to play an increasing role in the future of education.  Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education. It identifies and describes many different modeling tools and presents recent applications of modeling as a cognitive tool for scientific enquiry. The processes of modelling and the use of the resulting models to inform predictions play key roles in the nature of science and hence in science education, especially in inquiry-based approaches. Against a background of the philosophical basis for modelling and models, the implications for science education are explored. Well-designed and thoroughly classroom-tested schemes to support students in learning how to model are reviewed. Research into teachers’ understanding of models and their place in the nature of science are reviewed as are successful strategies for the further development of that knowledge. This book has a major contribution to make to the pre- and in-service education of elementary (primary) and high (secondary) school science teachers. John K. Gilbert Professor Emeritus, The University of Reading Visiting Professor, King's College London Editor-in-Chief, International Journal of Science Education
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700 1 _aSaleh, Issa M.
_eeditor.
_9314289
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9789400704480
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-94-007-0449-7
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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