Visualization Science Education (88 results)

Paperback. Condition: Fine.

XII, 107 p. Hardcover. Versand aus Deutschland / We dispatch from Germany via Air Mail. Einband bestoßen, daher Mängelexemplar gestempelt, sonst sehr guter Zustand. Imperfect copy due to slightly bumped cover, apart from this in very good condition. Stamped. Models and Modeling in Science Education, Vol. 5. Sprache: Englisch.

Condition: Good. 1st Edition. Former library book; may include library markings. Used book that is in clean, average condition without any missing pages.

paperback. Condition: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!

Taschenbuch. Condition: Fine. 2010. minor wear---. nein.

Condition: New.

Hardcover. Condition: new. Hardcover. Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any ownership of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of x, y, z in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where p, v, t are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that extraction of an education from a scheme of instruction which Jerome Bruner thought so highly desirable. Science education at school level worldwide faces three perennial problems that have become more pressing of late. For example, algebra is taught in terms of x, y, z in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where p, v, t are used. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New.

Paperback. Condition: new. Paperback. Visualization in Science Education draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages, especially in chemistry. The first section explores the significance and intellectual standing of visualization. The second section shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. The fourth section documents experimental work on the classroom assessment of visualization. An endpiece summarises some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects. Visualization in Science Education draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. The second section shows how the skills of visualization have been developed practically in science education. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New.

Condition: New.

Condition: New.

Hardcover. Condition: new. Hardcover. Visualization in Science Education draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages, especially in chemistry. The first section explores the significance and intellectual standing of visualization. The second section shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. The fourth section documents experimental work on the classroom assessment of visualization. An endpiece summarises some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects. Visualization in Science Education draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. The second section shows how the skills of visualization have been developed practically in science education. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New.

Condition: As New. Unread book in perfect condition.

Condition: As New. Unread book in perfect condition.

Condition: New. In.

Condition: New. In.

Condition: New. pp. 388.

PF. Condition: New.

Condition: New. In.

Condition: New. pp. 388 Illus.

Condition: New. pp. 388.

Paperback. Condition: Brand New. 1st edition. 346 pages. 9.25x6.25x1.00 inches. In Stock.

Taschenbuch. Condition: Neu. Neuware -¿Visualization in Science Education¿ draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages, especially in chemistry. The first section explores the significance and intellectual standing of visualization. The second section shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. The fourth section documents experimental work on the classroom assessment of visualization. An endpiece summarises some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 364 pp. Englisch.

Buch. Condition: Neu. Neuware -Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any ¿ownership¿ of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of ¿x, y, z¿ in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where ¿p, v, t¿ are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that ¿extraction of an education from a scheme of instruction¿ which Jerome Bruner thought so highly desirable.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 120 pp. Englisch.

Buch. Condition: Neu. Neuware -¿Visualization in Science Education¿ draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages, especially in chemistry. The first section explores the significance and intellectual standing of visualization. The second section shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. The fourth section documents experimental work on the classroom assessment of visualization. An endpiece summarises some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 388 pp. Englisch.

Hardcover. Condition: Brand New. 1st edition. 346 pages. 10.00x6.75x0.75 inches. In Stock.

hardcover. Condition: Good. Connecting readers with great books since 1972! Used textbooks may not include companion materials such as access codes, etc. May have some wear or writing/highlighting. We ship orders daily and Customer Service is our top priority!

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any 'ownership' of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of 'x, y, z' in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where 'p, v, t' are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that 'extraction of an education from a scheme of instruction' which Jerome Bruner thought so highly desirable.