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Modeling Theory in Science Education [electronic resource] /by Ibrahim A. Halloun.

by Halloun, Ibrahim A [author.]; SpringerLink (Online service).
Material type: materialTypeLabelBookSeries: Science & Technology Education Library: 24Publisher: Dordrecht : Springer Netherlands, 2006.Description: XIII, 252 p. online resource.ISBN: 9781402021404.Subject(s): Education | Artificial intelligence | Mathematics | Science -- Study and teaching | Physics | Education | Artificial Intelligence (incl. Robotics) | Mathematics Education | Science Education | Physics, generalOnline resources: Click here to access online
Contents:
Fundamental Tenets of Modeling Theory -- Modeling Schemata -- Paradigmatic Evolution -- Modeling Program -- Learning Cycles.
In: Springer eBooksSummary: The book focuses as much on course content as on instruction and learning methodology, and presents practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels. The author shows how a scientific theory that is the object of a given science course can be organized around a limited set of basic models. Special tools are introduced, including modeling schemata, for students to meaningfully construct models and required conceptions, and for teachers to efficiently plan instruction and assess and regulate student learning and teaching practice. A scientific model is conceived to represent a particular pattern in the structure or behavior of physical realities and to explore and reify the pattern in specific ways. The author further shows how to engage students in modeling activities through structured learning cycles.
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Fundamental Tenets of Modeling Theory -- Modeling Schemata -- Paradigmatic Evolution -- Modeling Program -- Learning Cycles.

The book focuses as much on course content as on instruction and learning methodology, and presents practical aspects that have repeatedly demonstrated their value in fostering meaningful and equitable learning of physics and other science courses at the secondary school and college levels. The author shows how a scientific theory that is the object of a given science course can be organized around a limited set of basic models. Special tools are introduced, including modeling schemata, for students to meaningfully construct models and required conceptions, and for teachers to efficiently plan instruction and assess and regulate student learning and teaching practice. A scientific model is conceived to represent a particular pattern in the structure or behavior of physical realities and to explore and reify the pattern in specific ways. The author further shows how to engage students in modeling activities through structured learning cycles.

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