000			04671nam a22004815i 4500
001			978-1-4020-6712-9
003			DE-He213
005			20161121230830.0
007			cr nn 008mamaa
008			100301s2008 ne | s |||| 0|eng d
020			_a9781402067129 _9978-1-4020-6712-9
024	7		_a10.1007/978-1-4020-6712-9 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPD _2bicssc
072		7	_aSCI063000 _2bisacsh
082	0	4	_a507.1 _223
245	1	0	_aCreative Model Construction in Scientists and Students _h[electronic resource] / _cedited by John J. Clement.
264		1	_aDordrecht : _bSpringer Netherlands, _c2008.
300			_aXXVIII, 602 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aIntroduction: A “Hidden World” of Nonformal Expert Reasoning -- Analogies, Models, and Creative Learning in Experts and Students -- Major Processes Involved in Spontaneous Analogical Reasoning -- Methods Experts Use to Generate Analogies -- Methods Experts Use to Evaluate an Analogy Relation -- Expert Methods for Developing an Understanding of the Analogous Case and Applying Findings -- Case Study of Model Construction and Criticism in Expert Reasoning* -- Creativity and Scientific Insight in the Case Study for S2 -- Spontaneous Analogies Generated by Students Solving Science Problems -- Case Study of a Student Who Counters and Improves His Own Misconception by Generating a Chain of Analogies -- Using Analogies and Models in Instruction to Deal with Students' Preconceptions* -- Advanced Uses of Imagery and Investigation Methods in Science and Mathematics -- Analogy, Extreme Cases, and Spatial Transformations in Mathematical Problem Solving by Experts -- Depictive Gestures and Other Case Study Evidence for Use of Imagery by Experts and Students -- Physical Intuition, Imagistic Simulation, and Implicit Knowledge -- The Use of Analogies, Imagery, and Thought Experiments in Both Qualitative and Mathematical Model Construction -- Thought Experiments and Imagistic Simulation in Plausible Reasoning -- A Punctuated Evolution Model of Investigation and Model Construction Processes -- Imagistic Processes in Analogical Reasoning: Transformations and Dual Simulations -- How Grounding in Runnable Schemas Contributes to Producing Flexible Scientific Models in Experts and Students -- Summary of Findings on Plausible Reasoning and Learning in Experts I: Basic Findings -- Summary of Findings on Plausible Reasoning and Learning in Experts II: Advanced Topics -- Creativity in Experts, Nonformal Reasoning, and Educational Applications.
520			_aHow do scientists use analogies and other processes to break away from old theories and generate new ones? This book documents such methods through the analysis of video tapes of scientifically trained experts thinking aloud while working on unfamiliar problems. Some aspects of creative scientific thinking are difficult to explain, such as the power of analogies, the use of physical intuition, and the enigmatic ability to learn from thought experiments. The book examines the hypothesis that these processes are based on imagistic mental simulation as an underlying mechanism. This allows the analysis of insight ("Aha!") episodes of creative theory formation. Advanced processes examined include specialized conserving transformations, Gedanken experiments, and adjusted levels of divergence in thinking. Student interviews are used to show that students have natural abilities for many of the basic reasoning and model construction processes and that this has important implications for expanding instructional theories of conceptual change and inquiry. "I regard this work as the most comprehensive account ever attempted to show how imagistic, analogic, and sensory-motor representations participate in creative thinking." Professor Ryan Tweney, Bowling Green State University, Ohio, USA.
650		0	_aEducation.
650		0	_aScience education.
650		0	_aEducation _xPhilosophy.
650		0	_aEducational psychology.
650		0	_aEducation _xPsychology.
650	1	4	_aEducation.
650	2	4	_aScience Education.
650	2	4	_aEducational Psychology.
650	2	4	_aEducational Philosophy.
700	1		_aClement, John J. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789048130238
856	4	0	_uhttp://dx.doi.org/10.1007/978-1-4020-6712-9
912			_aZDB-2-SHU
950			_aHumanities, Social Sciences and Law (Springer-11648)
999			_c504620 _d504620