Modelling Learners and Learning in Science Education

Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research

Authors: Taber, Keith S.

  • Offers an integrated account of the modelling processes involved in research into student understanding and learning in science
  • Emphasises the case for the importance of acknowledging the modelling processes necessarily underpinning any account of student thinking, knowledge or learning
  • Reviews the current state of knowledge in science education in relation to the modelling of scientific thinking, understanding and learning in science
  • Develops the personal constructivist perspective on learning
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eBook $99.00
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  • ISBN 978-94-007-7648-7
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  • Immediate eBook download after purchase
Hardcover $129.00
price for USA
  • ISBN 978-94-007-7647-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $129.00
price for USA
  • Customers within the U.S. and Canada please contact Customer Service at 1-800-777-4643, Latin America please contact us at +1-212-460-1500 (Weekdays 8:30am – 5:30pm ET) to place your order.
  • Due: November 3, 2016
  • ISBN 978-94-024-0522-4
  • Free shipping for individuals worldwide
About this book

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.

Table of contents (16 chapters)

  • The Centrality of Models for Knowledge Claims in Science Education

    Taber, Keith S.

    Pages 3-24

  • Introduction to Part II: The Mental Register

    Taber, Keith S.

    Pages 27-33

  • Modelling Mental Activity

    Taber, Keith S.

    Pages 35-49

  • The Learner’s Ideas

    Taber, Keith S.

    Pages 51-78

  • The Learner’s Memory

    Taber, Keith S.

    Pages 79-117

Buy this book

eBook $99.00
price for USA (gross)
  • ISBN 978-94-007-7648-7
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $129.00
price for USA
  • ISBN 978-94-007-7647-0
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $129.00
price for USA
  • Customers within the U.S. and Canada please contact Customer Service at 1-800-777-4643, Latin America please contact us at +1-212-460-1500 (Weekdays 8:30am – 5:30pm ET) to place your order.
  • Due: November 3, 2016
  • ISBN 978-94-024-0522-4
  • Free shipping for individuals worldwide
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Bibliographic Information

Bibliographic Information
Book Title
Modelling Learners and Learning in Science Education
Book Subtitle
Developing Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research
Authors
Copyright
2013
Publisher
Springer Netherlands
Copyright Holder
Springer Science+Business Media Dordrecht
eBook ISBN
978-94-007-7648-7
DOI
10.1007/978-94-007-7648-7
Hardcover ISBN
978-94-007-7647-0
Softcover ISBN
978-94-024-0522-4
Edition Number
1
Number of Pages
XIX, 364
Number of Illustrations and Tables
83 b/w illustrations
Topics