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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