東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Modelling-based teaching in science ...

Gilbert, John K.

FindBook

Google Book

Amazon

博客來

Modelling-based teaching in science education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Modelling-based teaching in science education/ by John K. Gilbert, Rosaria Justi.
作者:	Gilbert, John K.
其他作者:	Justi, Rosaria.
出版者:	Cham :Springer International Publishing : : 2016.,
面頁冊數:	xviii, 264 p. :ill., digital ;24 cm.
內容註:	Chapter 1. Facing the challenges to science education in schools: The contribution of modelling -- Chapter 2. Models of modelling -- Chapter 3. Towards authentic learning in science education -- Chapter 4. Approaches to modelling-based teaching -- Chapter 5. Learning scientific concepts from modelling-based teaching -- Chapter 6. The role of argumentation in modelling-based teaching -- Chapter 7. The contribution of visualisation to modelling-based teaching -- Chapter 8. Analogies in modellling-based teaching and learning -- Chapter 9. Learning about science through modelling-based teaching -- Chapter 10. Learning progression during modelling-based teaching -- Chapter 11. Educating teachers to facilitate modelling-based teaching -- Chapter 12. Modelling-based teaching and learning: Current challenges and novel perspectives.
Contained By:	Springer eBooks
標題:	Science - Study and teaching. -
電子資源:	http://dx.doi.org/10.1007/978-3-319-29039-3
ISBN:	9783319290393

Modelling-based teaching in science education
Gilbert, John K.

Modelling-based teaching in science education[electronic resource] /by John K. Gilbert, Rosaria Justi. - Cham :Springer International Publishing :2016. - xviii, 264 p. :ill., digital ;24 cm. - Models and modeling in science education,v.91871-2983 ;. - Models and modeling in science education ;v.8..

Chapter 1. Facing the challenges to science education in schools: The contribution of modelling -- Chapter 2. Models of modelling -- Chapter 3. Towards authentic learning in science education -- Chapter 4. Approaches to modelling-based teaching -- Chapter 5. Learning scientific concepts from modelling-based teaching -- Chapter 6. The role of argumentation in modelling-based teaching -- Chapter 7. The contribution of visualisation to modelling-based teaching -- Chapter 8. Analogies in modellling-based teaching and learning -- Chapter 9. Learning about science through modelling-based teaching -- Chapter 10. Learning progression during modelling-based teaching -- Chapter 11. Educating teachers to facilitate modelling-based teaching -- Chapter 12. Modelling-based teaching and learning: Current challenges and novel perspectives.

This book argues that modelling should be a component of all school curricula that aspire to provide 'authentic science education for all'. The literature on modelling is reviewed and a 'model of modelling' is proposed. The conditions for the successful implementation of the 'model of modelling' in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the 'content-transmission' approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.

ISBN: 9783319290393

Standard No.: 10.1007/978-3-319-29039-3doiSubjects--Topical Terms:

523759
Science
--Study and teaching.

LC Class. No.: Q181 / .G55 2016

Dewey Class. No.: 507.1

Modelling-based teaching in science education
LDR:03149nmm a2200337 a 4500 001 2038089
003 DE-He213
005 20161027085952.0
006 m d
007 cr nn 008maaau
008 161209s2016 gw s 0 eng d
020 $a 9783319290393 $q (electronic bk.)
020 $a 9783319290386 $q (paper)
024 7 $a 10.1007/978-3-319-29039-3 $2 doi
035 $a 978-3-319-29039-3
040 $a GP $c GP
041 0 $a eng
050 0 $a Q181 $b .G55 2016
072 7 $a JNU $2 bicssc
072 7 $a PD $2 bicssc
072 7 $a SCI063000 $2 bisacsh
082 0 4 $a 507.1 $2 23
090 $a Q181 $b .G465 2016
100 1 $a Gilbert, John K. $3 897160
245 1 0 $a Modelling-based teaching in science education $h [electronic resource] / $c by John K. Gilbert, Rosaria Justi.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2016.
300 $a xviii, 264 p. : $b ill., digital ; $c 24 cm.
490 1 $a Models and modeling in science education, $x 1871-2983 ; $v v.9
505 0 $a Chapter 1. Facing the challenges to science education in schools: The contribution of modelling -- Chapter 2. Models of modelling -- Chapter 3. Towards authentic learning in science education -- Chapter 4. Approaches to modelling-based teaching -- Chapter 5. Learning scientific concepts from modelling-based teaching -- Chapter 6. The role of argumentation in modelling-based teaching -- Chapter 7. The contribution of visualisation to modelling-based teaching -- Chapter 8. Analogies in modellling-based teaching and learning -- Chapter 9. Learning about science through modelling-based teaching -- Chapter 10. Learning progression during modelling-based teaching -- Chapter 11. Educating teachers to facilitate modelling-based teaching -- Chapter 12. Modelling-based teaching and learning: Current challenges and novel perspectives.
520 $a This book argues that modelling should be a component of all school curricula that aspire to provide 'authentic science education for all'. The literature on modelling is reviewed and a 'model of modelling' is proposed. The conditions for the successful implementation of the 'model of modelling' in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the 'content-transmission' approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.
650 0 $a Science $x Study and teaching. $3 523759
650 1 4 $a Education. $3 516579
650 2 4 $a Science Education. $3 895256
650 2 4 $a Teaching and Teacher Education. $3 1001835
700 1 $a Justi, Rosaria. $3 2195038
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a Models and modeling in science education ; $v v.8. $3 2072676
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-29039-3
950 $a Education (Springer-41171)