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Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning(HC) (Science & Engineering Education Sources) - Hardcover
Synopsis
Deep Learning in Introductory Physics: Exploratory Studies of Model?Based Reasoning is concerned with the broad question of how students learn physics in a model?centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the "coherence versus fragmentation" debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning.The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model?building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research.
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About the Author
Mark J. Lattery, University of Wisconsin Oshkosh
"About this title" may belong to another edition of this title.
- PublisherEmerald Publishing Ltd (Iap)
- Publication date2016
- ISBN 10 168123629X
- ISBN 13 9781681236292
- BindingHardcover
- LanguageEnglish
- Number of pages304
- EditorKalman Calvin S
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Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning(HC) (Science & Engineering Education Sources)
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Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning(HC) (Science & Engineering Education Sources)
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Deep Learning in Introductory Physics - Exploratory Studies of Model Based Reasoning
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Deep Learning in Introductory Physics - Exploratory Studies of Model Based Reasoning
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Deep Learning in Introductory Physics: Exploratory Studies of Model-Based Reasoning(HC) (Science & Engineering Education Sources)
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ISBN 13: 9781681236292
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Deep Learning in Introductory Physics
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Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Examines the broad question of how students learn physics in a model-centred classroom. This book thoroughly addresses the coherence versus fragmentation debate in science education, and is the first to advance and explore the hypothesis that deep scien. Seller Inventory # 448250755
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Buch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - A volume in Science & Engineering Education Sources Deep Learning in Introductory Physics: Exploratory Studies of Model¿Based Reasoning is concerned with the broad question of how students learn physics in a model¿centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the 'coherence versus fragmentation' debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning. The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more¿diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model¿building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research. Seller Inventory # 9781681236292
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