Developing Models in Science Education

Nonfiction, Science & Nature, Science, Other Sciences, Study & Teaching, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology
Cover of the book Developing Models in Science Education by , Springer Netherlands
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9789401008761
Publisher: Springer Netherlands Publication: December 6, 2012
Imprint: Springer Language: English
Author:
ISBN: 9789401008761
Publisher: Springer Netherlands
Publication: December 6, 2012
Imprint: Springer
Language: English

Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.

More books from Springer Netherlands

Cover of the book Forest Genetics and Sustainability by
Cover of the book The Ethics of Legal Coercion by
Cover of the book Medical Education for the Future by
Cover of the book Diagnosis of Mycotoxicoses by
Cover of the book The Logic of Metaphor by
Cover of the book Adaptive Management of Social-Ecological Systems by
Cover of the book Patient-Specific Computational Modeling by
Cover of the book Manual of Peritoneal Dialysis by
Cover of the book Problems in Ophthalmology by
Cover of the book Macromolecular Crystallography by
Cover of the book New Connectivities in China by
Cover of the book Endotoxins: Structure, Function and Recognition by
Cover of the book Emergency Psychiatry for the House Officer by
Cover of the book Circulating Nucleic Acids in Early Diagnosis, Prognosis and Treatment Monitoring by
Cover of the book Automation: The Future of Weed Control in Cropping Systems by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy