LEADER 01329nam a2200433 i 4500 001 991001303289707536 005 20020507190959.0 008 931120s1974 us ||| | eng 020 $a0821802012 035 $ab10828795-39ule_inst 035 $aLE01310196$9ExL 040 $aDip.to Matematica$beng 082 0 $a512.2 084 $aAMS 00A15 084 $aAMS 05B 084 $aAMS 05C 084 $aAMS 13D 084 $aAMS 20-XX 084 $aAMS 20B 084 $aAMS 20C 084 $aAMS 20D 084 $aAMS 20G 084 $aAMS 20H 084 $aAMS 20J 084 $aAMS 20K 084 $aQA171.G642 100 1 $aGorenstein, Daniel$042741 245 10$aReviews on finite groups /$cclassified by Daniel Gorenstein 250 $aRepr. Math. Rev. 1940-1970 v. 1-40 260 $aProvidence, R. I. :$bAmerican Mathematical Society,$c1974 300 $a2 pt. ;$c30 cm. 500 $aReprints mathematical reviews 1940-1970 v.1-40 650 4$aFinite groups-abstracts 907 $a.b10828795$b21-09-06$c28-06-02 912 $a991001303289707536 945 $aLE013 MRR 20-XX (1974)$g1$iLE013N-694$lle013$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i10937092$z28-06-02 996 $aReviews on finite groups$9924511 997 $aUNISALENTO 998 $ale013$b01-01-93$cm$da $e-$feng$gus $h0$i1 LEADER 03889nam 22006495 450 001 9910438235603321 005 20251117071823.0 010 $a9789400776487 010 $a9400776489 024 7 $a10.1007/978-94-007-7648-7 035 $a(CKB)3710000000078172 035 $a(EBL)1592189 035 $a(SSID)ssj0001091342 035 $a(PQKBManifestationID)11607893 035 $a(PQKBTitleCode)TC0001091342 035 $a(PQKBWorkID)11027777 035 $a(PQKB)10514126 035 $a(DE-He213)978-94-007-7648-7 035 $a(MiAaPQ)EBC1592189 035 $a(PPN)176129871 035 $a(EXLCZ)993710000000078172 100 $a20131211d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aModelling Learners and Learning in Science Education $eDeveloping Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research /$fby Keith S. Taber 205 $a1st ed. 2013. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2013. 215 $a1 online resource (371 p.) 300 $aDescription based upon print version of record. 311 08$a9781306543668 311 08$a1306543665 311 08$a9789400776470 311 08$a9400776470 320 $aIncludes bibliographical references and index. 327 $aModelling learners and learning in science education -- Modelling mental processes in the science learner -- Modelling the science learner?s knowledge -- Development and learning -- Conclusion. 330 $aThis book sets out the necessary processes and challenges involved in modelling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modelling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field.  This highly useful work provides models of aspects of scientific thinking and learning, drawing upon different fields and analyses the processes by which we can arrive at claims about the minds of others. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the 'mental register' (the way we talk and think about the 'contents' of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research into learners' ideas in science is necessarily a process of developing models. Through this book we learn that research reports should acknowledge the role of modelling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. 606 $aScience$xStudy and teaching 606 $aLearning, Psychology of 606 $aTeachers$xTraining of 606 $aScience Education 606 $aInstructional Psychology 606 $aTeaching and Teacher Education 615 0$aScience$xStudy and teaching. 615 0$aLearning, Psychology of. 615 0$aTeachers$xTraining of. 615 14$aScience Education. 615 24$aInstructional Psychology. 615 24$aTeaching and Teacher Education. 676 $a507.1 700 $aTaber$b Keith$4aut$4http://id.loc.gov/vocabulary/relators/aut$0765997 906 $aBOOK 912 $a9910438235603321 996 $aModelling Learners and Learning in Science Education$94467081 997 $aUNINA