LEADER 01444nam0-22003611i-450- 001 990000683270403321 005 20160329080323.0 010 $a88.7040.088.3 035 $a000068327 035 $aFED01000068327 035 $a(Aleph)000068327FED01 035 $a000068327 100 $a20020821d1987----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $aa-------001yy 200 1 $aInsediamento residenziale$ecriteri, norme, indirizzi per la pianificazione e la progettazione$ericerca finalizzata alla formazione della normativa tecnica regionale per l'edilizia residenziale$fEnrico Fattinnanzi, Vincenzo Bentivegna$gSebastiano Amato, Sergio Manfreda, Clara Zito 210 $aFirenze$cAlinea$eFirenze$cGiunta Regionale Toscana$d1987 215 $a619 p.$cill.$d27 cm 225 1 $aTi con Erre. Ricerche studi progetti della Regione Toscana$v12 225 1 $aTi con Erre. Ricerche studi progetti della Regione Toscana$v10 300 $aIn testa al frontespizio : Regione Toscana, Giunta regionale ; Università degli Studi di Firenze, Facoltà di Architettura ; Comitato edilizia residenziale 676 $a711.58 700 1$aFattinnanzi,$bEnrico$034636 702 1$aBentivegna,$bVincenzo 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990000683270403321 952 $a01 E II 5$b02450$fDINST 952 $aURB.LE B 809$b4201$fFARBC 959 $aDINST 959 $aFARBC 997 $aUNINA LEADER 00800nam0-22002771i-450- 001 990005581330403321 005 20050621101122.0 035 $a000558133 035 $aFED01000558133 035 $a(Aleph)000558133FED01 035 $a000558133 100 $a19990604d1969----km-y0itay50------ba 101 0 $aita 105 $aaf------00--- 200 1 $aFrederick Barbarossa$eA study in medieval politics$fPeter Munz 210 $aLondon$cEyre & Spottiswoode$d1969 215 $aXIX, 422 p., 9 tav.$cill.$d22 cm 676 $a943.024092$v21$zita 700 1$aMunz,$bPeter$0215256 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990005581330403321 952 $a943.024 MUN 1$bST.MED.MOD. 3587$fFLFBC 959 $aFLFBC 996 $aFrederick Barbarossa$9607526 997 $aUNINA LEADER 03790nam 22006374a 450 001 9910450758903321 005 20170815123754.0 010 $a1-138-01271-8 010 $a1-135-64003-3 010 $a1-282-59623-3 010 $a9786612596230 010 $a1-4106-0628-7 035 $a(CKB)1000000000244742 035 $a(EBL)237092 035 $a(OCoLC)223189501 035 $a(SSID)ssj0000239155 035 $a(PQKBManifestationID)11175364 035 $a(PQKBTitleCode)TC0000239155 035 $a(PQKBWorkID)10234500 035 $a(PQKB)11172787 035 $a(MiAaPQ)EBC237092 035 $a(EXLCZ)991000000000244742 100 $a20010829d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe role of communication in learning to model$b[electronic resource] /$fedited by Paul Brna ... [et al.] 210 $aMahwah, N.J. $cL. Erlbaum Associates$d2002 215 $a1 online resource (352 p.) 300 $aDescription based upon print version of record. 311 $a0-415-65271-5 311 $a0-8058-4064-8 320 $aIncludes bibliographical references and indexes. 327 $aBook 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 Science 327 $aChapter 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 Activities 327 $aChapter 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 Index 330 $aIn 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 of 606 $aCommunication in education 606 $aEducation$xSimulation methods 606 $aModels and modelmaking 608 $aElectronic books. 615 0$aCommunication in education. 615 0$aEducation$xSimulation methods. 615 0$aModels and modelmaking. 676 $a370.15 676 $a371.102/2 701 $aBrna$b Paul$0952835 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450758903321 996 $aThe role of communication in learning to model$92154213 997 $aUNINA