| 000 | 02704nam a22004815i 4500 | ||
|---|---|---|---|
| 001 | 978-1-4020-2140-4 | ||
| 003 | DE-He213 | ||
| 005 | 20251006084448.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 100301s2006 ne | s |||| 0|eng d | ||
| 020 | _a9781402021404 | ||
| 020 | _a99781402021404 | ||
| 024 | 7 |
_a10.1007/1-4020-2140-2 _2doi |
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| 100 | 1 |
_aHalloun, Ibrahim A. _eauthor. |
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| 245 | 1 | 0 |
_aModeling Theory in Science Education _h[electronic resource] / _cby Ibrahim A. Halloun. |
| 264 | 1 |
_aDordrecht : _bSpringer Netherlands, _c2006. |
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| 300 |
_aXIII, 252 p. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 347 |
_atext file _bPDF _2rda |
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| 490 | 1 |
_aScience & Technology Education Library, _x1572-5987 ; _v24 |
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| 505 | 0 | _aFundamental Tenets of Modeling Theory -- Modeling Schemata -- Paradigmatic Evolution -- Modeling Program -- Learning Cycles. | |
| 520 | _aThe book focuses as much on course content as on instruction and learning methodology, and presents practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels. The author shows how a scientific theory that is the object of a given science course can be organized around a limited set of basic models. Special tools are introduced, including modeling schemata, for students to meaningfully construct models and required conceptions, and for teachers to efficiently plan instruction and assess and regulate student learning and teaching practice. A scientific model is conceived to represent a particular pattern in the structure or behavior of physical realities and to explore and reify the pattern in specific ways. The author further shows how to engage students in modeling activities through structured learning cycles. | ||
| 650 | 0 | _aEDUCATION. | |
| 650 | 0 | _aARTIFICIAL INTELLIGENCE. | |
| 650 | 0 | _aMATHEMATICS. | |
| 650 | 0 |
_aSCIENCE _xSTUDY AND TEACHING. |
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| 650 | 0 | _aPHYSICS. | |
| 650 | 1 | 4 | _aEDUCATION. |
| 650 | 2 | 4 | _aARTIFICIAL INTELLIGENCE (INCL. ROBOTICS). |
| 650 | 2 | 4 | _aMATHEMATICS EDUCATION. |
| 650 | 2 | 4 | _aSCIENCE EDUCATION. |
| 650 | 2 | 4 | _aPHYSICS, GENERAL. |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 776 | 0 | 8 |
_iPrinted edition: _z9781402051517 |
| 830 | 0 |
_aScience & Technology Education Library, _x1572-5987 ; _v24 |
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| 856 | 4 | 0 |
_uhttp://dx.doi.org/10.1007/1-4020-2140-2 _zVer el texto completo en las instalaciones del CICY |
| 912 | _aZDB-2-SHU | ||
| 942 |
_2ddc _cER |
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| 999 |
_c60201 _d60201 |
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