000			04135nam a22004935i 4500
001			978-0-387-76898-4
003			DE-He213
005			20250710084025.0
007			cr nn 008mamaa
008			100301s2008 xxu| s |||| 0|eng d
020			_a9780387768984 _a99780387768984
024	7		_a10.1007/978-0-387-76898-4 _2doi
082	0	4	_a371.3 _223
100	1		_aIfenthaler, Dirk. _eeditor.
245	1	0	_aUnderstanding Models for Learning and Instruction _h[recurso electrónico] / _cedited by Dirk Ifenthaler, Pablo Pirnay-Dummer, J. Michael Spector.
264		1	_aBoston, MA : _bSpringer US, _c2008.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aFoundations and Methodologies of Mental Model Research -- The Fragmented Nature of Learning and Instruction -- Using an Evidence-Based Approach to Assess Mental Models -- Practical Solutions for the Diagnosis of Progressing Mental Models -- Constructing Mental Models during Learning from Science Text -- Progress in the Diagnostics of Mental Models -- Model-Based Theories of Instruction -- Rendezvous with a Quantum of Learning -- Externalizing Mental Models with Mindtools -- Model-Centered Instruction, the Design and the Designer -- Realizing Model-Based Instruction -- Engineering the Model Environment -- Developments in the Design of Instruction -- Bridging a Gap between Psychology and Instructional Practice -- Model-Based Learning Environments -- Model-Centered Learning and Instructional Design -- From Cognitive Theory to Instructional Practice: Technology and the Evolution of Anchored Instruction -- Complex Skills Development for Today's Workforce.
520			_aFor more than 25 years, the pioneering research and theories of Norbert Seel have had a profound impact on educational thought in mathematics. In this special tribute, an international panel of researchers present the current state of model-based education: its research, methodology, and technology. Fifteen stimulating, sometimes playful chapters link the multiple ways of constructing knowledge (and domains as diverse as cognitive science, computer science, and philosophy) to the complex real world of skill development; generalize model-based theories into educational settings; and explain how to design and evaluate model-centered learning environments. Extensive reading lists, provocative graphics, and a wealth of cultural touchstones from the Bible to Bob Dylan make Understanding Models for Learning and Instruction an accessible yet thought provoking collection. A sampling of the topics covered: Evidence-based assessment of learning models Translating cognitive theory into educational practice New approaches to tracking mental change over time Applying psychoeducational theory to the hands-on classroom Using games as a strategy for constructing model-centered learning environments Externalizing mental models with Mindtools This synthesis of latest innovations and fresh perspectives on classic constructs makes Understanding Models for Learning and Instruction cutting-edge reading for the researchers and educators in mathematics instruction building the next generation of educational models.
650		0	_aEDUCATION.
650		0	_aMATHEMATICS.
650		0	_aEDUCATION _xPSYCHOLOGY.
650		0	_aCONSCIOUSNESS.
650	1	4	_aEDUCATION.
650	2	4	_aLEARNING & INSTRUCTION.
650	2	4	_aEDUCATIONAL TECHNOLOGY.
650	2	4	_aPEDAGOGIC PSYCHOLOGY.
650	2	4	_aCOGNITIVE PSYCHOLOGY.
650	2	4	_aMATHEMATICS EDUCATION.
650	2	4	_aEDUCATION (GENERAL).
700	1		_aPirnay-Dummer, Pablo. _eeditor.
700	1		_aSpector, J. Michael. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387768977
856	4	0	_uhttp://dx.doi.org/10.1007/978-0-387-76898-4 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c58846 _d58846