03757nam 22006254a 450 991078350900332120230607220434.01-138-01271-81-135-64003-31-282-59623-397866125962301-4106-0628-7(CKB)1000000000244742(EBL)237092(OCoLC)223189501(SSID)ssj0000239155(PQKBManifestationID)11175364(PQKBTitleCode)TC0000239155(PQKBWorkID)10234500(PQKB)11172787(MiAaPQ)EBC237092(EXLCZ)99100000000024474220010829d2002 uy 0engur|n|---|||||txtccrThe role of communication in learning to model[electronic resource] /edited by Paul Brna ... [et al.]Mahwah, N.J. L. Erlbaum Associates20021 online resource (352 p.)Description based upon print version of record.0-415-65271-5 0-8058-4064-8 Includes bibliographical references and indexes.Book Cover; Title; Copyright; Contents; List of Contributors; Preface; Acknowledgments; I: Coordinating Representations; Chapter 1: Coordinating Mathematical With Biological Multiplication: Conceptual Learning as the Development of Heterogeneous Reasoning Systems; Chapter 2: Modeling in Teaching and Learning Elementary Physics; Chapter 3: Conceptualizing and Constructing Linked Models: Creating Coherence in Complex Knowledge Systems; II: Provoking More Effective Modeling; Chapter 4: Construction and Abstraction: Contrasting Methods of Supporting Model Building in Learning ScienceChapter 5: Cognitive Support in Computerized Science Problem Solving: Eliciting External Representation and Improving Search StrategiesChapter 6: Interactive Model-Building Environments; Chapter 7: Enhancing Reflective Modeling Through Communicative Interaction in Learning Environments; III: Collaboration and Language; Chapter 8: Modeling the Modelers: Communicating About Content Through Shared External Representations; Chapter 9: Teachers' Explanations of Students' Collaborative Modeling ActivitiesChapter 10: The "Power" of Text Production Activity in Collaborative Modeling: Nine Recommendations to Make a Computer- Supported Situation WorkChapter 11: Argumentative Interactions, Discursive Operations, and Learning to Model in Science; Author Index; Subject IndexIn this book, a number of experts from various disciplines take a look at three different strands in learning to model. They examine the activity of modeling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. The chapters seek to bridge the modeling of communication and the modeling of particular scientific domains. In so doing, they seek to throw light on the educational communication that goes on in conceptual learning. Taken together, the chapters brought together in this volume illustrate the diversity and vivacity ofCommunication in educationEducationSimulation methodsModels and modelmakingCommunication in education.EducationSimulation methods.Models and modelmaking.370.15371.102/2Brna Paul1532116MiAaPQMiAaPQMiAaPQBOOK9910783509003321The role of communication in learning to model3778184UNINA