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020 |a9780306472251|9978-0-306-47225-1
024 7 |a10.1007/0-306-47225-2|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/12050
100 1 |aFisher, K.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aMapping Biology Knowledge|h[electronic resource] /|cby K. Fisher, J.H. Wandersee, D.E. Moody.
250 |a1st ed. 2002.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2002.
300 |aV, 217 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 ;|v11
505 0 |aOverviee of Knowledge Mapping -- The Nature of Biology Knowledge -- Knowing Biology -- Student Misconceptions in Biology -- Meaningful and Mindful Learning -- Language, Analogy, and Biology -- Using Concept Circle Diagramming as a Knowledge Mapping Tool -- Using Concept Mapping as a Knowledge Mapping Tool -- SemNet® Semantic Networking -- The Paradox of the Textbook.
520 |aMapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. Meaning-making and meaning-building are examined from multiple perspectives throughout the book. In many biology courses, students become so mired in detail that they fail to grasp the big picture. Various strategies are proposed for helping instructors focus on the big picture, using the `need to know' principle to decide the level of detail students must have in a given situation. The metacognitive tools described here serve as support systems for the mind, creating an arena in which learners can operate on ideas. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. These tools, compared and contrasted in this book, are also useful for building and assessing students' content and cognitive skills. The expanding role of computers in mapping biology knowledge is also explored.
650 0|aScience|xStudy and teaching.
650 0|aLearning, Psychology of.
650 0|aCognitive psychology.
650 0|aSoftware engineering.
650 14|aScience Education.
650 24|aInstructional Psychology.
650 24|aCognitive Psychology.
650 24|aSoftware Engineering.
700 1 |aWandersee, J.H.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aMoody, D.E.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9780792365754
776 08|iPrinted edition:|z9781402002731
776 08|iPrinted edition:|z9789401740876
830 0|aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v11
856 40|uhttps://doi.org/10.1007/0-306-47225-2
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)