Multiple Representations in Biological Education [electronic resource] / edited by David F. Treagust, Chi-Yan Tsui.
Erişim Adresi
ISBN
9789400741928
Dil Kodu
İngilizce
Yer Numarası
DK/14116
Basım Bildirimi
1st ed. 2013.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2013.
Fiziksel Niteleme
XVII, 390 p. 90 illus. online resource.
Dizi
Models and Modeling in Science Education, 2213-2260
İçindekiler Notu
FOREWORD, Kathleen Fisher -- PREFACE , David F. Treagust and Chi-Yan Tsui -- Introduction to Multiple Representations: Their Importance in Biology and Biological Education, Chi-Yan Tsui and David F. Treagust -- PART I : Role of Multiple Representations in Learning Biology -- Chapter 1 Identifying and Developing Students’ Ability to Reason with Concepts and Representations in Biology, Trevor R. Anderson, Konrad J. Schönborn, Lynn du Plessis, Abindra S. Gupthar, and Tracy L. Hull -- Chapter 2 Pictures in Biology Education, Wolff-Michael Roth and Lilian Pozzer-Ardenghi -- Chapter 3 Possible Constraints of Visualization in Biology: Challenges in Learning with Multiple Representations, Billie Eilam -- Chapter 4 Promoting the Collaborative Use of Cognitive and Metacognitive Skills through Conceptual Representations in Hypermedia, Lei Liu and Cindy E. Hmelo-Silver -- Chapter 5 Learning and Teaching Biotechnological Methods Using Animations, Hagit Yarden and Anat Yarden -- PART II: Implications for Biology Teaching and Teacher Education with Multiple Representations -- Chapter 6 Experts’ Views on Translation across Multiple External Representations in Acquiring Biological Knowledge about Ecology, Genetics, and Evolution, Konrad J. Schönborn and Susanne Bögeholz -- Chapter 7 Evolution is a Model, Why Not Teach It That Way?, Paul Horwitz -- Chapter 8 Multiple Representations of Human Genetics in Biology Textbooks, Pierre Clément and Jérémy Castéra -- Chapter 9 Deconstructing and Decoding Complex Process Diagrams in University Biology, Phyllis B. Griffard -- Chapter 10 Learning Tree Thinking: Developing a New Framework of Representational Competence, Kristy L. Halverson and Patricia Friedrichsen -- Chapter 11 Understanding Photosynthesis and Cellular Respiration: Encouraging a View of Biological Nested Systems, Reneé Schwartz and Mary Brown -- Chapter 12 Scientific Modelsin the Severe Acute Respiratory Syndrome (SARS) Research and in the Biology Curriculum, Siu Ling Wong, Maurice M. W. Cheng, and Valerie W -- Y. Yip -- PART III Assessment of Learning and Teaching with Multiple Representations -- Chapter 13 Supporting and Assessing Complex Biology Learning with Computer-based Simulations and Representations, Barbara C. Buckley -- Chapter 14 Secondary Students’ Understanding of Genetics Using BioLogica: Two Case Studies, Chi-Yan Tsui and David F. Treagust -- Chapter 15 The Hidden Hand that Shapes Conceptual Understanding: Choosing Effective Representations for Teaching Cell Division and Climate Change, Kai Niebert, Tanja Riemeier, and Harald Gropengiesser -- Chapter 16 Analogy and Gesture for Mental Visualization of DNA Structure, Anveshna Srivastava and Jayashree Ramadas -- Chapter 17 Multiple Representations in Modeling Strategies for the Development of Systems Thinking in Biology Education, Roald Verhoeff, Kerst Boersma, and Arend Jan Waarlo -- Conclusion: Contributions of Multiple Representations to Biological Education, David F. Treagust and Chi-Yan Tsui.
Özet, vb.
This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators’ notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels. The content tackles the conceptual and linguistic difficulties of learning biology at each level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students’ reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today’s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age.
Konu
Science __ Study and teaching.
Learning, Psychology of.
Science Education.
Instructional Psychology.
Learning, Psychology of.
Science Education.
Instructional Psychology.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
LEADER 06303nam a22005295i 4500
001 812871
003 TR_AnAIT
005 20260130232607
007 cr nn 008mamaa
008 130202s2013 ne | s |||| 0|eng d
020 |a9789400741928|9978-94-007-4192-8
024 7 |a10.1007/978-94-007-4192-8|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/14116
245 10|aMultiple Representations in Biological Education|h[electronic resource] /|cedited by David F. Treagust, Chi-Yan Tsui.
250 |a1st ed. 2013.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2013.
300 |aXVII, 390 p. 90 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aModels and Modeling in Science Education,|x2213-2260
505 0 |aFOREWORD, Kathleen Fisher -- PREFACE , David F. Treagust and Chi-Yan Tsui -- Introduction to Multiple Representations: Their Importance in Biology and Biological Education, Chi-Yan Tsui and David F. Treagust -- PART I : Role of Multiple Representations in Learning Biology -- Chapter 1 Identifying and Developing Students’ Ability to Reason with Concepts and Representations in Biology, Trevor R. Anderson, Konrad J. Schönborn, Lynn du Plessis, Abindra S. Gupthar, and Tracy L. Hull -- Chapter 2 Pictures in Biology Education, Wolff-Michael Roth and Lilian Pozzer-Ardenghi -- Chapter 3 Possible Constraints of Visualization in Biology: Challenges in Learning with Multiple Representations, Billie Eilam -- Chapter 4 Promoting the Collaborative Use of Cognitive and Metacognitive Skills through Conceptual Representations in Hypermedia, Lei Liu and Cindy E. Hmelo-Silver -- Chapter 5 Learning and Teaching Biotechnological Methods Using Animations, Hagit Yarden and Anat Yarden -- PART II: Implications for Biology Teaching and Teacher Education with Multiple Representations -- Chapter 6 Experts’ Views on Translation across Multiple External Representations in Acquiring Biological Knowledge about Ecology, Genetics, and Evolution, Konrad J. Schönborn and Susanne Bögeholz -- Chapter 7 Evolution is a Model, Why Not Teach It That Way?, Paul Horwitz -- Chapter 8 Multiple Representations of Human Genetics in Biology Textbooks, Pierre Clément and Jérémy Castéra -- Chapter 9 Deconstructing and Decoding Complex Process Diagrams in University Biology, Phyllis B. Griffard -- Chapter 10 Learning Tree Thinking: Developing a New Framework of Representational Competence, Kristy L. Halverson and Patricia Friedrichsen -- Chapter 11 Understanding Photosynthesis and Cellular Respiration: Encouraging a View of Biological Nested Systems, Reneé Schwartz and Mary Brown -- Chapter 12 Scientific Modelsin the Severe Acute Respiratory Syndrome (SARS) Research and in the Biology Curriculum, Siu Ling Wong, Maurice M. W. Cheng, and Valerie W -- Y. Yip -- PART III Assessment of Learning and Teaching with Multiple Representations -- Chapter 13 Supporting and Assessing Complex Biology Learning with Computer-based Simulations and Representations, Barbara C. Buckley -- Chapter 14 Secondary Students’ Understanding of Genetics Using BioLogica: Two Case Studies, Chi-Yan Tsui and David F. Treagust -- Chapter 15 The Hidden Hand that Shapes Conceptual Understanding: Choosing Effective Representations for Teaching Cell Division and Climate Change, Kai Niebert, Tanja Riemeier, and Harald Gropengiesser -- Chapter 16 Analogy and Gesture for Mental Visualization of DNA Structure, Anveshna Srivastava and Jayashree Ramadas -- Chapter 17 Multiple Representations in Modeling Strategies for the Development of Systems Thinking in Biology Education, Roald Verhoeff, Kerst Boersma, and Arend Jan Waarlo -- Conclusion: Contributions of Multiple Representations to Biological Education, David F. Treagust and Chi-Yan Tsui.
520 |aThis new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators’ notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels. The content tackles the conceptual and linguistic difficulties of learning biology at each level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students’ reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today’s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age.
650 0|aScience|xStudy and teaching.
650 0|aLearning, Psychology of.
650 14|aScience Education.
650 24|aInstructional Psychology.
700 1 |aTreagust, David F.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aTsui, Chi-Yan.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400741911
776 08|iPrinted edition:|z9789400741935
776 08|iPrinted edition:|z9789401782517
830 0|aModels and Modeling in Science Education,|x2213-2260
856 40|uhttps://doi.org/10.1007/978-94-007-4192-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
001 812871
003 TR_AnAIT
005 20260130232607
007 cr nn 008mamaa
008 130202s2013 ne | s |||| 0|eng d
020 |a9789400741928|9978-94-007-4192-8
024 7 |a10.1007/978-94-007-4192-8|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/14116
245 10|aMultiple Representations in Biological Education|h[electronic resource] /|cedited by David F. Treagust, Chi-Yan Tsui.
250 |a1st ed. 2013.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2013.
300 |aXVII, 390 p. 90 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aModels and Modeling in Science Education,|x2213-2260
505 0 |aFOREWORD, Kathleen Fisher -- PREFACE , David F. Treagust and Chi-Yan Tsui -- Introduction to Multiple Representations: Their Importance in Biology and Biological Education, Chi-Yan Tsui and David F. Treagust -- PART I : Role of Multiple Representations in Learning Biology -- Chapter 1 Identifying and Developing Students’ Ability to Reason with Concepts and Representations in Biology, Trevor R. Anderson, Konrad J. Schönborn, Lynn du Plessis, Abindra S. Gupthar, and Tracy L. Hull -- Chapter 2 Pictures in Biology Education, Wolff-Michael Roth and Lilian Pozzer-Ardenghi -- Chapter 3 Possible Constraints of Visualization in Biology: Challenges in Learning with Multiple Representations, Billie Eilam -- Chapter 4 Promoting the Collaborative Use of Cognitive and Metacognitive Skills through Conceptual Representations in Hypermedia, Lei Liu and Cindy E. Hmelo-Silver -- Chapter 5 Learning and Teaching Biotechnological Methods Using Animations, Hagit Yarden and Anat Yarden -- PART II: Implications for Biology Teaching and Teacher Education with Multiple Representations -- Chapter 6 Experts’ Views on Translation across Multiple External Representations in Acquiring Biological Knowledge about Ecology, Genetics, and Evolution, Konrad J. Schönborn and Susanne Bögeholz -- Chapter 7 Evolution is a Model, Why Not Teach It That Way?, Paul Horwitz -- Chapter 8 Multiple Representations of Human Genetics in Biology Textbooks, Pierre Clément and Jérémy Castéra -- Chapter 9 Deconstructing and Decoding Complex Process Diagrams in University Biology, Phyllis B. Griffard -- Chapter 10 Learning Tree Thinking: Developing a New Framework of Representational Competence, Kristy L. Halverson and Patricia Friedrichsen -- Chapter 11 Understanding Photosynthesis and Cellular Respiration: Encouraging a View of Biological Nested Systems, Reneé Schwartz and Mary Brown -- Chapter 12 Scientific Modelsin the Severe Acute Respiratory Syndrome (SARS) Research and in the Biology Curriculum, Siu Ling Wong, Maurice M. W. Cheng, and Valerie W -- Y. Yip -- PART III Assessment of Learning and Teaching with Multiple Representations -- Chapter 13 Supporting and Assessing Complex Biology Learning with Computer-based Simulations and Representations, Barbara C. Buckley -- Chapter 14 Secondary Students’ Understanding of Genetics Using BioLogica: Two Case Studies, Chi-Yan Tsui and David F. Treagust -- Chapter 15 The Hidden Hand that Shapes Conceptual Understanding: Choosing Effective Representations for Teaching Cell Division and Climate Change, Kai Niebert, Tanja Riemeier, and Harald Gropengiesser -- Chapter 16 Analogy and Gesture for Mental Visualization of DNA Structure, Anveshna Srivastava and Jayashree Ramadas -- Chapter 17 Multiple Representations in Modeling Strategies for the Development of Systems Thinking in Biology Education, Roald Verhoeff, Kerst Boersma, and Arend Jan Waarlo -- Conclusion: Contributions of Multiple Representations to Biological Education, David F. Treagust and Chi-Yan Tsui.
520 |aThis new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators’ notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels. The content tackles the conceptual and linguistic difficulties of learning biology at each level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students’ reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today’s world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age.
650 0|aScience|xStudy and teaching.
650 0|aLearning, Psychology of.
650 14|aScience Education.
650 24|aInstructional Psychology.
700 1 |aTreagust, David F.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aTsui, Chi-Yan.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9789400741911
776 08|iPrinted edition:|z9789400741935
776 08|iPrinted edition:|z9789401782517
830 0|aModels and Modeling in Science Education,|x2213-2260
856 40|uhttps://doi.org/10.1007/978-94-007-4192-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
Materyaller
Depodan talep edilen materyal sadece kütüphane içerisinde kullanılmaktadır.
Materyal dışarıya ödünç verilmemektedir.
Materyal dışarıya ödünç verilmemektedir.
