LEADER 05362nam 22007214a 450 001 9910454777703321 005 20200520144314.0 010 $a1-4020-6712-7 010 $a9786611491789 010 $a1-281-49178-0 024 7 $a10.1007/978-1-4020-6712-9 035 $a(CKB)1000000000798501 035 $a(EBL)367304 035 $a(OCoLC)272311532 035 $a(SSID)ssj0000317058 035 $a(PQKBManifestationID)11237292 035 $a(PQKBTitleCode)TC0000317058 035 $a(PQKBWorkID)10288932 035 $a(PQKB)10279297 035 $a(SSID)ssj0000132103 035 $a(PQKBManifestationID)11145863 035 $a(PQKBTitleCode)TC0000132103 035 $a(PQKBWorkID)10028206 035 $a(PQKB)11059884 035 $a(DE-He213)978-1-4020-6712-9 035 $a(MiAaPQ)EBC367304 035 $a(PPN)127050515 035 $a(Au-PeEL)EBL367304 035 $a(CaPaEBR)ebr10284657 035 $a(CaONFJC)MIL149178 035 $a(EXLCZ)991000000000798501 100 $a20070928d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreative model construction in scientists and students$b[electronic resource] $ethe role of imagery, analogy, and mental stimulation /$fJohn J. Clement 205 $a1st ed. 2008. 210 $a[S.l.] $cSpringer$dc2008 215 $a1 online resource (632 p.) 300 $aDescription based upon print version of record. 311 $a1-4020-6711-9 311 $a90-481-3023-9 320 $aIncludes bibliographical references (p. 575-589) and index. 327 $aIntroduction: A ?Hidden World? of Nonformal Expert Reasoning -- Analogies, Models, and Creative Learning in Experts and Students -- Major Processes Involved in Spontaneous Analogical Reasoning -- Methods Experts Use to Generate Analogies -- Methods Experts Use to Evaluate an Analogy Relation -- Expert Methods for Developing an Understanding of the Analogous Case and Applying Findings -- Case Study of Model Construction and Criticism in Expert Reasoning* -- Creativity and Scientific Insight in the Case Study for S2 -- Spontaneous Analogies Generated by Students Solving Science Problems -- Case Study of a Student Who Counters and Improves His Own Misconception by Generating a Chain of Analogies -- Using Analogies and Models in Instruction to Deal with Students' Preconceptions* -- Advanced Uses of Imagery and Investigation Methods in Science and Mathematics -- Analogy, Extreme Cases, and Spatial Transformations in Mathematical Problem Solving by Experts -- Depictive Gestures and Other Case Study Evidence for Use of Imagery by Experts and Students -- Physical Intuition, Imagistic Simulation, and Implicit Knowledge -- The Use of Analogies, Imagery, and Thought Experiments in Both Qualitative and Mathematical Model Construction -- Thought Experiments and Imagistic Simulation in Plausible Reasoning -- A Punctuated Evolution Model of Investigation and Model Construction Processes -- Imagistic Processes in Analogical Reasoning: Transformations and Dual Simulations -- How Grounding in Runnable Schemas Contributes to Producing Flexible Scientific Models in Experts and Students -- Summary of Findings on Plausible Reasoning and Learning in Experts I: Basic Findings -- Summary of Findings on Plausible Reasoning and Learning in Experts II: Advanced Topics -- Creativity in Experts, Nonformal Reasoning, and Educational Applications. 330 $aHow do scientists use analogies and other processes to break away from old theories and generate new ones? This book documents such methods through the analysis of video tapes of scientifically trained experts thinking aloud while working on unfamiliar problems. Some aspects of creative scientific thinking are difficult to explain, such as the power of analogies, the use of physical intuition, and the enigmatic ability to learn from thought experiments. The book examines the hypothesis that these processes are based on imagistic mental simulation as an underlying mechanism. This allows the analysis of insight ("Aha!") episodes of creative theory formation. Advanced processes examined include specialized conserving transformations, Gedanken experiments, and adjusted levels of divergence in thinking. Student interviews are used to show that students have natural abilities for many of the basic reasoning and model construction processes and that this has important implications for expanding instructional theories of conceptual change and inquiry. "I regard this work as the most comprehensive account ever attempted to show how imagistic, analogic, and sensory-motor representations participate in creative thinking." Professor Ryan Tweney, Bowling Green State University, Ohio, USA. 606 $aCreative ability in science 606 $aCreative thinking 606 $aAnalogy in science education 608 $aElectronic books. 615 0$aCreative ability in science. 615 0$aCreative thinking. 615 0$aAnalogy in science education. 676 $a501/.9 700 $aClement$b John$f1942-$0960174 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454777703321 996 $aCreative model construction in scientists and students$92176234 997 $aUNINA