Recently Viewed

New

Modelling Learners and Learning in Science Education: Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research by Keith S. Taber 9789402405224

No reviews yet Write a Review
Booksplease Price: £111.24

  Bookmarks: Included free with every order
  Delivery: We ship to over 200 countries from the UK
  Range: Millions of books available
  Reviews: Booksplease rated "Excellent" on Trustpilot

  FREE UK DELIVERY: When You Buy 3 or More Books - Use code: FREEUKDELIVERY in your cart!

SKU:
9789402405224
Available from Booksplease!
Global delivery available
Global delivery available
Global delivery available
Global delivery available
Global delivery available
Availability: Usually dispatched within 4 working days

Frequently Bought Together:

Total: Inc. VAT
Total: Ex. VAT

Description

This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field. This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners' ideas in science is necessarily a process of developing models. Through this book we learn that research reports should acknowledge the role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the 'mental register' (the way we talk about the 'contents' of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.

Book Information
ISBN 9789402405224
Author Keith S. Taber
Format Paperback
Page Count 364
Imprint Springer
Publisher Springer
Weight(grams) 5796g

Reviews

No reviews yet Write a Review

Booksplease  Reviews