LEADER 01026nam0 22002651i 450 001 SUN0036969 005 20140625025023.238 010 $a08-946435-6-8 100 $a20050609d1989 |0engc50 ba 101 $aeng 102 $aUS 105 $a|||| ||||| 200 1 $aˆThe ‰Volterra and Wiener theories of nonlinear systems$fMartin Schetzen 210 $aMalbar$cKrieger$d1989 215 $aXVIII, 573 p.$cill.$d24 cm. 620 $aIN$dMalabar$3SUNL000286 676 $a003$cSistemi dinamici.$v20 700 1$aSchetzen$b, Martin$3SUNV030867$041263 712 $aKrieger$3SUNV001117$4650 801 $aIT$bSOL$c20181109$gRICA 912 $aSUN0036969 950 $aUFFICIO DI BIBLIOTECA DEI DIPARTIMENTI DI INGEGNERIA$d05 CONS D IV 187 $e05 2937 995 $aUFFICIO DI BIBLIOTECA DEI DIPARTIMENTI DI INGEGNERIA$bIT-CE0100$h2937$kCONS D IV 187$oc$qa 996 $aVolterra and Wiener theories of nonlinear systems$91423069 997 $aUNICAMPANIA LEADER 07517nam 22007215 450 001 9910438339503321 005 20240324185254.0 010 $a9789400759145 010 $a9400759142 024 7 $a10.1007/978-94-007-5914-5 035 $a(CKB)2670000000406860 035 $a(EBL)1399036 035 $a(SSID)ssj0000962598 035 $a(PQKBManifestationID)11558563 035 $a(PQKBTitleCode)TC0000962598 035 $a(PQKBWorkID)10975902 035 $a(PQKB)11091328 035 $a(DE-He213)978-94-007-5914-5 035 $a(MiAaPQ)EBC1399036 035 $a(PPN)172433088 035 $a(EXLCZ)992670000000406860 100 $a20130709d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aConcepts of Matter in Science Education /$fedited by Georgios Tsaparlis, Hannah Sevian 205 $a1st ed. 2013. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2013. 215 $a1 online resource (535 p.) 225 1 $aInnovations in Science Education and Technology,$x2213-2236 ;$v19 300 $aDescription based upon print version of record. 311 08$a9789401783637 311 08$a9401783632 311 08$a9789400759138 311 08$a9400759134 320 $aIncludes bibliographical references and index. 327 $aPETER FENSHAM Foreword -- GEORGIOS TSAPARLIS AND HANNAH SEVIAN Introduction: Concepts of matter ? Complex to teach and difficult to learn - PART I: LEARNING PROGRESSIONS FOR TEACHING A PARTICLE MODEL OF MATTER -- JOI MERRITT AND JOSEPH KRAJCIK Learning progression developed to support students in building a particle model of matter -- PHILIP JOHNSON How students? understanding of particle theory develops: A learning progression -- HANNAH SEVIAN AND MARILYNE STAINS Implicit assumptions and progress variables in a learning progression about structure and motion of matter -- MARIANNE WISER, KATHRYN E. FRAZIER AND VICTORIA FOX At the beginning was amount of material: A learning progression for matter for early elementary grades -- PART II: STUDENTS? AND TEACHERS? MENTAL MODELS OF THE PARTICULATE NATURE OF MATTER -- DAVID F. TREAGUST, A. L. CHANDRASEGARAN, LILIA HALIM, ENG TEK ONG, AHMAD NURULAZAM MD ZAIN AND MAGESWARY KARPUDEWAN Understanding of basic particle nature of matter concepts by secondary school students following an intervention program -- MEI-HUNG CHIU AND SHIAO-LAN CHUNG The use of multiple perspectives of conceptual change to investigate students' mental models of gas particles -- CANAN NAKIBO?LU AND KEITH S. TABER The atom as a tiny solar system: Turkish high school students' understanding of the atom in relation to a common teaching analogy -- ELENI PETRIDOU, DIMITRIS PSILLOS, EURIPIDES HATZIKRANIOTIS AND MARIA KALLERY A study on the exploratory use of microscopic models as investigative tools: The case of electrostatic polarization -- INGO EILKS Teacher pathways through the particulate nature of matter in lower secondary school chemistry: Continuous switching between different models or a coherent conceptual structure? -- FAIK Ö. KARATA?, SUAT ÜNAL, GREGORY DURLAND AND GEORGE BODNER What do we know about students' beliefs? Changes in students' conceptions of the particulate nature of matter from pre-instruction to college -- AJDAKAHVECI Diagnostic assessment of student understanding of the particular nature of matter: Decades of research -- PART III: EDUCATIONAL TECHNOLOGY -- SEVIL AKAYGUN AND LORETTA L. JONES Dynamic visualizations: Tools for understanding the particulate nature of matter -- GEORGE KALKANIS From the scientific to the educational: Using Monte Carlo simulations of the microKosmos for science education by inquiry.-PART IV: CHEMICAL REACTIONS, CHEMICAL PHENOMENA -- GEORGE PAPAGEORGIOU Can simple particle models support satisfying explanations of chemical changes for young students? -- VICENTE TALANQUER How do students reason about chemical substances and reactions? -- KEITH S. TABER AND KARINA ADBO Developing chemical understanding in the explanatory vacuum: Swedish high school students' use of an anthropomorphic conceptual framework to make sense of chemical phenomena -- PART V: CHEMICAL STRUCTURE AND BONDING -- TAMI LEVY NAHUM, RACHEL MAMLOK-NAAMAN AND AVI HOFSTEIN Teaching and learning of the chemical bonding concept: Problems and some pedagogical issues and recommendations -- KEITH S. TABER A common core to chemical conceptions: Learners' conceptions of chemical stability, change and bonding -- MARIJN R. MEIJER, ASTRID M. W. BULTE AND ALBERT PILOT Macro-Micro thinking with structure-property relations: Integrating ?meso levels? in secondary education -- GEORGIOS TSAPARLIS Learning and teaching the basic quantum chemical concepts -- PART VI: HISTORY AND PHILOSOPHY OF SCIENCE -- CONSTANTINE D. SKORDOULIS AND VANGELIS KOUTALIS Investigating the historical development of the concept of matter: Controversies about/in ancient atomism -- GEORGIOS TSAPARLIS AND HANNAH SEVIAN Toward a scientifically sound understanding of concepts of matter.                                       . 330 $aBringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research. Among the themes covered are learning progressions for teaching a particle model of matter, the mental models of both students and teachers of the particulate nature of matter, educational technology, chemical reactions and chemical phenomena, chemical structure and bonding, quantum chemistry and the history and philosophy of science relating to the particulate nature of matter. The book will benefit a wide audience including classroom practitioners and student teachers at every educational level, teacher educators and researchers in science education. "If gaining the precise meaning in particulate terms of what is solid, what is liquid, and that air is a gas, were that simple, we would not be confronted with another book which, while suggesting new approaches to teaching these topics, confirms they are still very difficult for students to learn". Peter Fensham, Emeritus Professor Monash University, Adjunct Professor QUT (from the foreword to this book). 410 0$aInnovations in Science Education and Technology,$x2213-2236 ;$v19 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 $a530.07 701 $aTsaparlis$b Georgios$01755281 701 $aSevian$b Hannah$01755282 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438339503321 996 $aConcepts of matter in science education$94192006 997 $aUNINA