05329nam 22007094a 450 991077859070332120200520144314.01-4020-6712-797866114917891-281-49178-010.1007/978-1-4020-6712-9(CKB)1000000000798501(EBL)367304(OCoLC)272311532(SSID)ssj0000317058(PQKBManifestationID)11237292(PQKBTitleCode)TC0000317058(PQKBWorkID)10288932(PQKB)10279297(SSID)ssj0000132103(PQKBManifestationID)11145863(PQKBTitleCode)TC0000132103(PQKBWorkID)10028206(PQKB)11059884(DE-He213)978-1-4020-6712-9(MiAaPQ)EBC367304(Au-PeEL)EBL367304(CaPaEBR)ebr10284657(CaONFJC)MIL149178(PPN)127050515(EXLCZ)99100000000079850120070928d2008 uy 0engur|n|---|||||txtccrCreative model construction in scientists and students[electronic resource] the role of imagery, analogy, and mental stimulation /John J. Clement1st ed. 2008.[S.l.] Springerc20081 online resource (632 p.)Description based upon print version of record.1-4020-6711-9 90-481-3023-9 Includes bibliographical references (p. 575-589) and index.Introduction: A “Hidden World” of Nonformal Expert Reasoning -- Analogies, Models, and Creative Learning in Experts and Students -- Major Processes Involved in Spontaneous Analogical Reasoning -- Methods Experts Use to Generate Analogies -- Methods Experts Use to Evaluate an Analogy Relation -- Expert Methods for Developing an Understanding of the Analogous Case and Applying Findings -- Case Study of Model Construction and Criticism in Expert Reasoning* -- Creativity and Scientific Insight in the Case Study for S2 -- Spontaneous Analogies Generated by Students Solving Science Problems -- Case Study of a Student Who Counters and Improves His Own Misconception by Generating a Chain of Analogies -- Using Analogies and Models in Instruction to Deal with Students' Preconceptions* -- Advanced Uses of Imagery and Investigation Methods in Science and Mathematics -- Analogy, Extreme Cases, and Spatial Transformations in Mathematical Problem Solving by Experts -- Depictive Gestures and Other Case Study Evidence for Use of Imagery by Experts and Students -- Physical Intuition, Imagistic Simulation, and Implicit Knowledge -- The Use of Analogies, Imagery, and Thought Experiments in Both Qualitative and Mathematical Model Construction -- Thought Experiments and Imagistic Simulation in Plausible Reasoning -- A Punctuated Evolution Model of Investigation and Model Construction Processes -- Imagistic Processes in Analogical Reasoning: Transformations and Dual Simulations -- How Grounding in Runnable Schemas Contributes to Producing Flexible Scientific Models in Experts and Students -- Summary of Findings on Plausible Reasoning and Learning in Experts I: Basic Findings -- Summary of Findings on Plausible Reasoning and Learning in Experts II: Advanced Topics -- Creativity in Experts, Nonformal Reasoning, and Educational Applications.How do scientists use analogies and other processes to break away from old theories and generate new ones? This book documents such methods through the analysis of video tapes of scientifically trained experts thinking aloud while working on unfamiliar problems. Some aspects of creative scientific thinking are difficult to explain, such as the power of analogies, the use of physical intuition, and the enigmatic ability to learn from thought experiments. The book examines the hypothesis that these processes are based on imagistic mental simulation as an underlying mechanism. This allows the analysis of insight ("Aha!") episodes of creative theory formation. Advanced processes examined include specialized conserving transformations, Gedanken experiments, and adjusted levels of divergence in thinking. Student interviews are used to show that students have natural abilities for many of the basic reasoning and model construction processes and that this has important implications for expanding instructional theories of conceptual change and inquiry. "I regard this work as the most comprehensive account ever attempted to show how imagistic, analogic, and sensory-motor representations participate in creative thinking." Professor Ryan Tweney, Bowling Green State University, Ohio, USA.Creative ability in scienceCreative thinkingAnalogy in science educationCreative ability in science.Creative thinking.Analogy in science education.501/.9Clement John1942-1524591MiAaPQMiAaPQMiAaPQBOOK9910778590703321Creative model construction in scientists and students3782529UNINA04096nam 2200793 a 450 991096908930332120200520144314.09786612005053978022633653402263365309781282005051128200505710.7208/9780226336534(CKB)1000000000724766(EBL)432140(OCoLC)45733124(SSID)ssj0000235185(PQKBManifestationID)11195105(PQKBTitleCode)TC0000235185(PQKBWorkID)10242897(PQKB)10108679(MiAaPQ)EBC432140(DE-B1597)524540(OCoLC)1135561505(DE-B1597)9780226336534(Au-PeEL)EBL432140(CaPaEBR)ebr10303348(CaONFJC)MIL200505(Perlego)1851350(EXLCZ)99100000000072476619961101d1997 uy 0engur|n|---|||||txtccrReinventing public education how contracting can transform America's schools /Paul T. Hill, Lawrence C. Pierce, James W. Guthrie1st ed.Chicago University of Chicago Press19971 online resource (280 p.)A RAND research studyDescription based upon print version of record.9780226336527 0226336522 9780226336510 0226336514 Includes bibliographical references (p. 249-257) and index.pt. 1. The case for contract schools -- pt. 2. Implementing a contract school system.A heated debate is raging over our nation's public schools and how they should be reformed, with proposals ranging from imposing national standards to replacing public education altogether with a voucher system for private schools. Combining decades of experience in education, the authors propose an innovative approach to solving the problems of our school system and find a middle ground between these extremes. Reinventing Public Education shows how contracting would radically change the way we operate our schools, while keeping them public and accessible to all, and making them better able to meet standards of achievement and equity. Using public funds, local school boards would select private providers to operate individual schools under formal contracts specifying the type and quality of instruction. In a hands-on, concrete fashion, the authors provide a thorough explanation of the pros and cons of school contracting and how it would work in practice. They show how contracting would free local school boards from operating schools so they can focus on improving educational policy; how it would allow parents to choose the best school for their children; and, finally, how it would ensure that schools are held accountable and academic standards are met. While retaining a strong public role in education, contracting enables schools to be more imaginative, adaptable, and suited to the needs of children and families. In presenting an alternative vision for America's schools, Reinventing Public Education is too important to be ignored.RAND research study.Performance contracts in educationUnited StatesEducational changeUnited StatesEducational accountabilityUnited StatesPrivatization in educationUnited StatesPerformance contracts in educationEducational changeEducational accountabilityPrivatization in education379.1/1Hill Paul T(Paul Thomas),1943-111043Pierce Lawrence C1806899Guthrie James W1806900MiAaPQMiAaPQMiAaPQBOOK9910969089303321Reinventing public education4356324UNINA