Coverart for item
The Resource Modelling Learners and Learning in Science Education : Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research, by Keith S. Taber, (electronic resource)

Modelling Learners and Learning in Science Education : Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research, by Keith S. Taber, (electronic resource)

Label
Modelling Learners and Learning in Science Education : Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
Title
Modelling Learners and Learning in Science Education
Title remainder
Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
Statement of responsibility
by Keith S. Taber
Creator
Contributor
Author
Provider
Subject
Language
eng
Summary
This book sets out the necessary processes and challenges involved in modelling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modelling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field. This highly useful work provides models of aspects of scientific thinking and learning, drawing upon different fields and analyses the processes by which we can arrive at claims about the minds of others. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the 'mental register' (the way we talk and think about the 'contents' of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research into learners' ideas in science is necessarily a process of developing models. Through this book we learn that research reports should acknowledge the role of modelling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature
http://library.link/vocab/creatorName
Taber, Keith
Image bit depth
0
LC call number
LC8-6691
Literary form
non fiction
http://library.link/vocab/relatedWorkOrContributorName
SpringerLink
http://library.link/vocab/subjectName
  • Education
  • Science
  • Education
  • Science Education
  • Learning & Instruction
  • Teaching and Teacher Education
Label
Modelling Learners and Learning in Science Education : Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research, by Keith S. Taber, (electronic resource)
Instantiates
Publication
Antecedent source
mixed
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Modelling learners and learning in science education -- Modelling mental processes in the science learner -- Modelling the science learner’s knowledge -- Development and learning -- Conclusion
Dimensions
unknown
Extent
XIX, 364 p. 83 illus.
File format
multiple file formats
Form of item
electronic
Isbn
9789400776487
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-94-007-7648-7
Other physical details
online resource.
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
System control number
(DE-He213)978-94-007-7648-7
Label
Modelling Learners and Learning in Science Education : Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research, by Keith S. Taber, (electronic resource)
Publication
Antecedent source
mixed
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
not applicable
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Modelling learners and learning in science education -- Modelling mental processes in the science learner -- Modelling the science learner’s knowledge -- Development and learning -- Conclusion
Dimensions
unknown
Extent
XIX, 364 p. 83 illus.
File format
multiple file formats
Form of item
electronic
Isbn
9789400776487
Level of compression
uncompressed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other control number
10.1007/978-94-007-7648-7
Other physical details
online resource.
Quality assurance targets
absent
Reformatting quality
access
Specific material designation
remote
System control number
(DE-He213)978-94-007-7648-7

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