000			03993nam a22005295i 4500
001			978-1-4020-6494-4
003			DE-He213
005			20161121230830.0
007			cr nn 008mamaa
008			100301s2008 ne | s |||| 0|eng d
020			_a9781402064944 _9978-1-4020-6494-4
024	7		_a10.1007/978-1-4020-6494-4 _2doi
050		4	_aLB5-3640
072		7	_aJNT _2bicssc
072		7	_aJMRL _2bicssc
072		7	_aEDU009000 _2bisacsh
072		7	_aEDU044000 _2bisacsh
082	0	4	_a371.3 _223
245	1	0	_aModel Based Learning and Instruction in Science _h[electronic resource] / _cedited by John J. Clement, Mary Anne Rea-Ramirez.
264		1	_aDordrecht : _bSpringer Netherlands, _c2008.
300			_aIX, 279 p. _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 ; _v2
505	0		_aBasic Concepts and Background for Model Based Learning -- Student/Teacher Co-construction of Visualizable Models in Large Group Discussion -- An Instructional Model Derived from Model Construction and Criticism Theory -- to Model Based Teaching Strategies -- Determining Target Models and Effective Learning Pathways for Developing Understanding of Biological Topics -- Co-construction and Model Evolution in Chemistry -- Target Model Sequence and Critical Learning Pathway for an Electricity Curriculum Based on Model Evolution -- Case Study of Model Evolution in Electricity: Learning from Both Observations and Analogies -- Qualitative Research on Specific Strategies -- A Competition Strategy and Other Modes for Developing Mental Models in Large Group Discussion -- What If Scenarios For Testing Student Models in Chemistry -- Applying Modeling Theory to Curriculum Development: From Electric Circuits to Electromagnetic Fields -- Developing Complex Mental Models in Biology Through Model Evolution -- Role of Discrepant Questioning Leading to Model Element Modification -- Using Analogies in Science Teaching and Curriculum Design: Some Guidelines -- Model Based Reasoning Among Inner City Middle School Students -- Six Levels of Organization for Curriculum Design and Teaching.
520			_aThis book describes new, model based teaching methods for science instruction. It presents research that describes these new methods in a very diverse group of settings: middle school biology, high school physics, and college chemistry classrooms. Mental models in these areas such as understanding the structure of the lungs or cells, molecular structures and reaction mechanisms in chemistry, or causes of current flow in electricity are notoriously difficult for many students to learn. Yet these lie at the core of conceptual understanding in these areas. The studies focus on a variety of teaching strategies such as discrepant questioning, analogies, animations, model competition, and hands on activities. Five different levels of organization for teaching strategies are described, from those operating over months (design of the sequence of units in a curriculum) to those operating over minutes ( teaching tactics for guiding discussion minute by minute).
650		0	_aEducation.
650		0	_aScience education.
650		0	_aTeaching.
650	1	4	_aEducation.
650	2	4	_aLearning & Instruction.
650	2	4	_aScience Education.
650	2	4	_aPopular Science in Education.
650	2	4	_aTeaching and Teacher Education.
650	2	4	_aEducation, general.
700	1		_aClement, John J. _eeditor.
700	1		_aRea-Ramirez, Mary Anne. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9781402064937
830		0	_aModels and Modeling in Science Education ; _v2
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4020-6494-4
912			_aZDB-2-SHU
950			_aHumanities, Social Sciences and Law (Springer-11648)
999			_c504609 _d504609