LEADER 00882nam0-22003011i-450- 001 990006832360403321 005 20001010 035 $a000683236 035 $aFED01000683236 035 $a(Aleph)000683236FED01 035 $a000683236 100 $a20001010d--------km-y0itay50------ba 101 0 $aita 105 $ay-------001yy 200 1 $a<>nota integrativa e l'informazione esterna d'impresa$fEnrico Laghi. 210 $aTorino$cGiappichelli$d1995. 215 $aX, 374 p.$d24 cm 225 1 $aStudi di ragioneria e di economia aziendale$v18 676 $a657.32 700 1$aLaghi,$bEnrico$f<1969- > 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006832360403321 952 $aCOLLEZ. 1556 (18)$b28854$fFSPBC 959 $aFSPBC 996 $aNota integrativa e l'informazione esterna d'impresa$9415342 997 $aUNINA DB $aGEN01 LEADER 03468nam 2200685Ia 450 001 9910454670603321 005 20200520144314.0 010 $a1-280-20773-6 010 $a9786610207732 010 $a0-306-47225-2 024 7 $a10.1007/0-306-47225-2 035 $a(CKB)111056486604414 035 $a(EBL)3035417 035 $a(SSID)ssj0000197629 035 $a(PQKBManifestationID)11185709 035 $a(PQKBTitleCode)TC0000197629 035 $a(PQKBWorkID)10160651 035 $a(PQKB)11085848 035 $a(DE-He213)978-0-306-47225-1 035 $a(MiAaPQ)EBC3035417 035 $a(MiAaPQ)EBC196995 035 $a(Au-PeEL)EBL3035417 035 $a(CaPaEBR)ebr10047065 035 $a(CaONFJC)MIL20773 035 $a(OCoLC)71331633 035 $a(Au-PeEL)EBL196995 035 $a(EXLCZ)99111056486604414 100 $a20020923d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMapping biology knowledge$b[electronic resource] /$fby Kathleen M. Fisher, James H. Wandersee, and David E. Moody 205 $a1st ed. 2002. 210 $aLondon ;$aDordrecht $cKluwer Academic$dc2002 215 $a1 online resource (223 p.) 225 1 $aScience & technology education library ;$vv. 11 300 $aDescription based upon print version of record. 311 $a0-7923-6575-5 320 $aIncludes bibliographical references and index. 327 $aOverviee of Knowledge Mapping -- The Nature of Biology Knowledge -- Knowing Biology -- Student Misconceptions in Biology -- Meaningful and Mindful Learning -- Language, Analogy, and Biology -- Using Concept Circle Diagramming as a Knowledge Mapping Tool -- Using Concept Mapping as a Knowledge Mapping Tool -- SemNetŪ Semantic Networking -- The Paradox of the Textbook. 330 $aMapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. Meaning-making and meaning-building are examined from multiple perspectives throughout the book. In many biology courses, students become so mired in detail that they fail to grasp the big picture. Various strategies are proposed for helping instructors focus on the big picture, using the `need to know' principle to decide the level of detail students must have in a given situation. The metacognitive tools described here serve as support systems for the mind, creating an arena in which learners can operate on ideas. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. These tools, compared and contrasted in this book, are also useful for building and assessing students' content and cognitive skills. The expanding role of computers in mapping biology knowledge is also explored. 410 0$aScience & technology education library ;$vv. 11. 606 $aBiology$xStudy and teaching 606 $aScience$xStudy and teaching 608 $aElectronic books. 615 0$aBiology$xStudy and teaching. 615 0$aScience$xStudy and teaching. 676 $a570.71 700 $aFisher$b Kathleen M$01036106 701 $aWandersee$b James H$01036107 701 $aMoody$b David E$01036108 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454670603321 996 $aMapping biology knowledge$92456248 997 $aUNINA