Overview
Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 24)
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Table of contents (5 chapters)
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Front Matter
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Back Matter
Keywords
About this book
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.
Bibliographic Information
Book Title: Modeling Theory in Science Education
Authors: Ibrahim A. Halloun
Series Title: Contemporary Trends and Issues in Science Education
DOI: https://doi.org/10.1007/1-4020-2140-2
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2006
Hardcover ISBN: 978-1-4020-2139-8Published: 20 July 2004
Softcover ISBN: 978-1-4020-5151-7Published: 29 June 2006
eBook ISBN: 978-1-4020-2140-4Published: 25 January 2007
Series ISSN: 1878-0482
Series E-ISSN: 1878-0784
Edition Number: 1
Number of Pages: XIII, 252
Topics: Science Education, Education, general, Science, Humanities and Social Sciences, multidisciplinary, Physics, general, Mathematics Education, Artificial Intelligence