LEADER 01126nam a22002651i 4500 001 991000325069707536 005 20030115152425.0 008 021002s1987 it |||||||||||||||||ita 035 $ab11989397-39ule_inst 035 $aARCHE-007919$9ExL 040 $aDip.to Filologia Ling. e Lett.$bita$cA.t.i. Arché s.c.r.l. Pandora Sicilia s.r.l. 082 04$a782.101 100 1 $aCottignoli, Alfredo$0152459 245 10$aMuratori teorico :$bla revisione della Perfetta poesia e la questione del teatro /$cAlfredo Cottignoli 260 $aBologna :$bCLUEB,$c[1987] 300 $a186 p. ;$c22 cm 490 0$aCollana del Dipartimento di italianistica dell'Università degli studi di Bologna ;$v1 650 4$aMuratori, Lodovico Antonio . Della perfetta poesia italiana 650 4$aOpera in musica$xTeorie$ySec. 18. 907 $a.b11989397$b28-04-17$c01-04-03 912 $a991000325069707536 945 $aLE008 Cr N VIII 57$g1$i2008000240981$lle008$o-$pE0.00$q-$rl$s- $t0$u0$v0$w0$x0$y.i12272607$z01-04-03 996 $aMuratori teorico$9131709 997 $aUNISALENTO 998 $ale008$b01-04-03$cm$da $e-$fita$git $h0$i1 LEADER 04838nam 22007215 450 001 9910483983503321 005 20240314162753.0 010 $a9789401790574 010 $a9401790574 024 7 $a10.1007/978-94-017-9057-4 035 $a(CKB)3710000000224701 035 $a(EBL)1802702 035 $a(SSID)ssj0001338836 035 $a(PQKBManifestationID)11743305 035 $a(PQKBTitleCode)TC0001338836 035 $a(PQKBWorkID)11356220 035 $a(PQKB)11561024 035 $a(MiAaPQ)EBC1802702 035 $a(DE-He213)978-94-017-9057-4 035 $a(PPN)180626981 035 $a(EXLCZ)993710000000224701 100 $a20140820d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReconceptualizing the Nature of Science for Science Education $eScientific Knowledge, Practices and Other Family Categories /$fby Sibel Erduran, Zoubeida R. Dagher 205 $a1st ed. 2014. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2014. 215 $a1 online resource (206 p.) 225 1 $aContemporary Trends and Issues in Science Education,$x1878-0784 ;$v43 300 $aDescription based upon print version of record. 311 08$a9781322175393 311 08$a132217539X 311 08$a9789401790567 311 08$a9401790566 320 $aIncludes bibliographical references at the end of each chapters. 327 $aDedication.- Foreword -- Preface.- Chapter 1. Reconceptualizing nature of science for science education -- Chapter 2. Family Resemblance Approach to characterizing science -- Chapter 3. Aims and values of science -- Chapter 4. Scientific practices -- Chapter 5. Methods and methodological rules in science -- Chapter 6. Scientific knowledge -- Chapter 7. Science as a social-institutional system -- Chapter 8. Towards ?Generative Images of Science? in educational contexts -- Index. 330 $aPrompted by the ongoing debate among science educators over ?nature of science?, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the ?family resemblance? approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education. The volume?s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science?s social and institutional contexts), mirrors its core aim?to synthesize perspectives from the fields of philosophy of science and science education. The authorsbelieve that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally. "The book is an important contribution to science education research in terms of advancing our thinking about how to integrate the teaching of NOS in science lessons.? Professor Doris Jorde, University of Oslo & Norwegian Centre for Science Education, Norway ?By drawing from multidisciplinary studies of science and education, Drs. Erduran and Dagher provide a refreshingly new and comprehensive view of the nature of science and highlight insightful and timely educational implications.? Professor Gregory J. Kelly, Pennsylvania State University, USA. 410 0$aContemporary Trends and Issues in Science Education,$x1878-0784 ;$v43 606 $aScience$xStudy and teaching 606 $aScience$xPhilosophy 606 $aLearning, Psychology of 606 $aScience Education 606 $aPhilosophy of Science 606 $aInstructional Psychology 615 0$aScience$xStudy and teaching. 615 0$aScience$xPhilosophy. 615 0$aLearning, Psychology of. 615 14$aScience Education. 615 24$aPhilosophy of Science. 615 24$aInstructional Psychology. 676 $a507.1 700 $aErduran$b Sibel$4aut$4http://id.loc.gov/vocabulary/relators/aut$0966624 702 $aDagher$b Zoubeida R$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483983503321 996 $aReconceptualizing the Nature of Science for Science Education$92847322 997 $aUNINA