Affective Dimensions in Chemistry Education / / edited by Murat Kahveci, MaryKay Orgill

• Record Nr.: UNINA9910298615603321
• Pubbl/distr/stampa: Berlin, Heidelberg : , : Springer Berlin Heidelberg : , : Imprint : Springer, , 2015
• ISBN: 3-662-45085-2
• Edizione: [1st ed. 2015.]
• Descrizione fisica: 1 online resource (322 p.)
• Disciplina: 370711; 507.1; 54; 540
• Soggetti: Chemistry; Science - Study and teaching; Teaching; Chemistry/Food Science, general; Science Education; Teaching and Teacher Education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references at the end of each chapters.
• Nota di contenuto: Meeting educational objectives in the affective and cognitive domains: Personal and social constructivist perspectives on enjoyment, motivation and learning chemistry -- Evaluating the Affective Dimension in Chemistry Education -- Getting involved: Context- based learning in chemistry education -- Gender Perspective on Affective Dimensions of Chemistry Learning -- Intuitions about Science, Technology and Nature – A Fruitful Approach to Understand Judgments about Socio-Scientific Issues -- Implementing Inquiry-based Science Education to Foster Emotional Engagement of Special Needs Students -- Affect and meeting the needs of the gifted chemistry learner: providing intellectual challenge to engage students in enjoyable learning -- It’s the situation that matters - Affective involvement in context-oriented learning tasks -- Gathering psychometric evidence for ASCIV2 to support cross-cultural attitudinal studies for college ; chemistry programs -- Secondary School Students’ Chemistry Self-Efficacy: Its Importance, Measurement, and Sources -- Second Year College Students’ Scientific Attitudes and Creative Thinking Ability: Influence of a Problem-Based Learning (PBL) Chemistry Laboratory Course -- Neuroscience Engagement: The Influences of Chemistry Education on Affective Dimensions -- Evaluating Drawings to Explore Chemistry Teachers` Pedagogical Attitudes -- Chemistry Teachers` Attitudes and Needs when Dealing with Linguistic Heterogeneity in the Classroom -- Majors’ Gender-Based Affective States toward Learning Physical Chemistry.
• Sommario/riassunto: This is a unique resource for those wishing to address the affective domain as they research and solve problems in chemistry education. Contributions by world-leading experts cover both fundamental considerations and practical case studies. This work fills a gap in the literature of chemistry education, which so far has focussed mainly on the cognitive domain. The affective domain refers to feelings-based constructs such as attitudes, values, beliefs, opinions, emotions, interests, motivation, and a degree of acceptance or rejection. It can affect students’ interest in science topics and their motivation to persevere in learning science concepts.

Cognitive grammar : a basic introduction / / Ronald W. Langacker

• Record Nr.: UNINA9910972947503321
• Autore: Langacker Ronald W
• Pubbl/distr/stampa: Oxford ; ; New York, : Oxford University Press, 2008
• ISBN: 0198044194; 9780198044192
• Edizione: [1st ed.]
• Descrizione fisica: x, 562 p. : ill
• Disciplina: 415
• Soggetti: Cognitive grammar
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references (p. 541-550) and index.
• Nota di contenuto: Intro -- Contents -- Part I: Preliminaries -- 1 Orientation -- 1.1 Grammar and Life -- 1.2 The Nature of the Beast -- 1.3 Grammar as Symbolization -- 2 Conceptual Semantics -- 2.1 Meaning and Semantic Representations -- 2.2 Conceptual Content -- 3 Construal -- 3.1 Specificity -- 3.2 Focusing -- 3.3 Prominence -- 3.4 Perspective -- 3.5 Evidence for Semantic Claims -- Part II: Fundamentals -- 4 Grammatical Classes -- 4.1 Are Conceptual Characterizations Conceivable? -- 4.2 Nouns and Verbs -- 4.3 Classes of Relational Expressions -- 5 Major Subclasses -- 5.1 Count and Mass Nouns -- 5.2 Perfective and Imperfective Verbs -- 6 Constructions: General Characterization -- 6.1 Symbolic Assemblies -- 6.2 Constructional Schemas -- 6.3 Unipolar vs. Bipolar Organization -- 7 Constructions: Descriptive Factors -- 7.1 Correspondences -- 7.2 Profile Determinance -- 7.3 Elaboration -- 7.4 Constituency -- 8 Rules and Restrictions -- 8.1 Networks and Schemas -- 8.2 Assessing Conventionality -- 8.3 Networks of Constructions -- 8.4 Regularity -- Part III: Structures -- 9 Grounding -- 9.1 Subjective and Objective Construal -- 9.2 Type vs. Instance -- 9.3 Nominal Grounding -- 9.4 Clausal Grounding -- 10 Nominal Structure -- 10.1 Structure and Function -- 10.2 Noun Modifiers -- 10.3 Classification and Quantification -- 10.4 Inflection and Agreement -- 11 Clause Structure -- 11.1 Global Organization -- 11.2 Subject and Object -- 11.3 Clause Types -- 11.4 Complex Verbs -- 12 Complex Sentences -- 12.1 Ordination: Co- and Sub- -- 12.2 Clausal Connections -- 12.3 Finite ; Complements -- Part IV: Frontiers -- 13 Discourse -- 13.1 The Basis of Language Structure -- 13.2 Conceptual Substrate -- 13.3 Discourse Genres -- 13.4 Structure Building -- 14 Engaging the World -- 14.1 Dynamicity -- 14.2 Fictivity -- 14.3 Simulation and Subjectification -- 14.4 Mind, Meaning, and Grammar.; References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Z.
• Sommario/riassunto: This lucid and authoritative introduction to Cognitive Grammar presents the theory and its rationale in careful, systematic detail. Its application to central domains of language structure makes a compelling case that grammar is inherently meaningul. The book holds great interest for linguists, linguistics students, and professionals in related disciplines.