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010   $a9783319290393
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024 7 $a10.1007/978-3-319-29039-3
035   $a(CKB)3710000000717906
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100   $a20160530d2016      u|         0
101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aModelling-based Teaching in Science Education /$fby John K. Gilbert, Rosária Justi
205   $a1st ed. 2016.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016.
215   $a1 online resource (XVIII, 264 p. 27 illus., 18 illus. in color.) 
225 1 $aModels and Modeling in Science Education,$x2213-2260 ;$v9
311 08$a9783319290386 
311 08$a331929038X 
320   $aIncludes bibliographical references and index.
327   $aChapter 1. Facing the challenges to science education in schools: The contribution of modelling -- Chapter 2. Models of modelling -- Chapter 3. Towards authentic learning in science education -- Chapter 4. Approaches to modelling-based teaching -- Chapter 5. Learning scientific concepts from modelling-based teaching -- Chapter 6. The role of argumentation in modelling-based teaching -- Chapter 7. The contribution of visualisation to modelling-based teaching -- Chapter 8. Analogies in modellling-based teaching and learning -- Chapter 9. Learning about science through modelling-based teaching -- Chapter 10. Learning progression during modelling-based teaching -- Chapter 11. Educating teachers to facilitate modelling-based teaching -- Chapter 12. Modelling-based teaching and learning: Current challenges and novel perspectives.
330   $aThis book argues that modelling should be a component of all school curricula that aspire to provide ?authentic science education for all?. The literature on modelling is reviewed and a ?model of modelling? is proposed. The conditions for the successful implementation of the ?model of modelling? in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate the progressive grasp of the knowledge and skills entailed in modelling are outlined. Recognising that the approach will both represent a substantial change from the ?content-transmission? approach to science teaching and be in accordance with current best-practice in science education, the design of suitable approaches to teacher education are discussed. Finally, the challenges that modelling-based education pose to science education researchers, advanced students of science education and curriculum design, teacher educators, public examiners, and textbook designers, are all outlined.
410  0$aModels and Modeling in Science Education,$x2213-2260 ;$v9
606   $aScience$xStudy and teaching
606   $aTeachers$xTraining of
606   $aScience Education
606   $aTeaching and Teacher Education
615  0$aScience$xStudy and teaching.
615  0$aTeachers$xTraining of.
615 14$aScience Education.
615 24$aTeaching and Teacher Education.
676   $a507.1
700   $aGilbert$b John K$4aut$4http://id.loc.gov/vocabulary/relators/aut$0184416
702   $aJusti$b Rosária$4aut$4http://id.loc.gov/vocabulary/relators/aut
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910254963303321
996   $aModelling-based Teaching in Science Education$92529679
997   $aUNINA