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001			316432
003			MX-SnUAN
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007			cr nn 008mamaa
008			160108s2014 gw | s |||| 0|eng d
020			_a9783319065267 _9978-3-319-06526-7
035			_avtls000417132
039		9	_y201601081128 _zstaff
050		4	_aLC8-6691
245	1	0	_aScience teachers’ use of visual representations / _cedited by Billie Eilam, John K. Gilbert.
264		1	_aCham : _bSpringer International Publishing : _bSpringer, _c2014.
300			_aviii, 338 páginas : _b65 ilustraciones
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, _x1871-2983 ; _v8
500			_aSpringer eBooks
505	0		_aSection A: Research into teaching with visual representations -- Introduction -- Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J.K. Gilbert -- Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton -- Section B: Teachers’ selections, constructions and use of visual representations -- Introduction -- Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni -- Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran -- Chapter 5 : Secondary biology teachers’ use of different types of diagrams for different purposes, Y. Liu, M. Won, D.F. Treagust -- Chapter 6 : Teaching stoichiometry with particulate diagrams – linking macro phenomena and chemical equations, M.W. Cheng, J.K. Gilbert -- Section C: Teachers’ use of visual representations in culturally-diverse classrooms -- Introduction -- Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf -- Chapter 8 : The implication of culture for teachers’ use of representations, B. Waldrip, S. Satupo, F. Rodie -- Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino -- Chapter 10: Visualizations in popular books about chemistry, J.K. Gilbert, A. Afonso -- Section D: Teachers’ supporting student learning from visual representations -- Introduction -- Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X.Fan -- Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton -- Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger -- Section E: Overview -- Chapter 14: Developing science teachers’ representational competence and its impact on their teaching, J.K.Gilbert, B. Eilam.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aEilam, Billie, _eeditor. _9359609
700	1		_aGilbert, John K, _eeditor. _9307382
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9783319065250
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-3-319-06526-7 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c316432 _d316432