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008 100301s2006 ne | s |||| 0|eng d
020 |a9781402021404|9978-1-4020-2140-4
024 7 |a10.1007/1-4020-2140-2|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQ181-183.4
072 7|aJNU|2bicssc
072 7|aPD|2bicssc
072 7|aSCI063000|2bisacsh
072 7|aJNU|2thema
072 7|aPD|2thema
082 04|a507.1|223
090 |aDK/11360
100 1 |aHalloun, Ibrahim A.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aModeling Theory in Science Education|h[electronic resource] /|cby Ibrahim A. Halloun.
250 |a1st ed. 2006.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2006.
300 |aXIV, 252 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v24
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|aScience|xStudy and teaching.
650 0|aEducation.
650 0|aSocial sciences.
650 0|aHumanities.
650 0|aPhysics.
650 0|aAstronomy.
650 0|aMathematics|xStudy and teaching .
650 0|aArtificial intelligence.
650 14|aScience Education.
650 24|aEducation.
650 24|aHumanities and Social Sciences.
650 24|aPhysics and Astronomy.
650 24|aMathematics Education.
650 24|aArtificial Intelligence.
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402021398
776 08|iPrinted edition:|z9781402051517
776 08|iPrinted edition:|z9789048110070
830 0|aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v24
856 40|uhttps://doi.org/10.1007/1-4020-2140-2
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)