Developing Models in Science Education

C. Boulter

ISBN 10: 0792366522 / ISBN 13: 9780792366522

Published by Springer Netherlands, Springer Netherlands Nov 2000, 2000

About this Item

This item is printed on demand - Print on Demand Titel. Neuware -Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 404 pp. Englisch.

Seller Inventory # 9780792366522

Bibliographic Details

• Title: Developing Models in Science Education
• Publisher: Springer Netherlands, Springer Netherlands Nov 2000
• Publication Date: 2000
• Language: English
• ISBN 10: 0792366522
• ISBN 13: 9780792366522
• Binding: Buch
• Condition: Neu
• Dimensions: 241W x 160H x 27D millimeters 241 millimeters width by 160 millimeters height by 27 millimeters depth
• Weight: 770 grams

About this title

Synopsis

Models and modelling play a central role in the nature of science, in its conduct, in the accreditation and dissemination of its outcomes, as well as forming a bridge to technology. They therefore have an important place in both the formal and informal science education provision made for people of all ages. This book is a product of five years collaborative work by eighteen researchers from four countries. It addresses four key issues: the roles of models in science and their implications for science education; the place of models in curricula for major science subjects; the ways that models can be presented to, are learned about, and can be produced by, individuals; the implications of all these for research and for science teacher education. The work draws on insights from the history and philosophy of science, cognitive psychology, sociology, linguistics, and classroom research, to establish what may be done and what is done. The book will be of interest to researchers in science education and to those taking courses of advanced study throughout the world.