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010   $a9786612596230
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035   $a(EBL)237092
035   $a(OCoLC)223189501
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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