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008			131211s2013 ne | s |||| 0|eng d
020			_a9789400776487 _9978-94-007-7648-7
024	7		_a10.1007/978-94-007-7648-7 _2doi
050		4	_aLC8-6691
072		7	_aJNU _2bicssc
072		7	_aPD _2bicssc
072		7	_aSCI063000 _2bisacsh
082	0	4	_a507.1 _223
100	1		_aTaber, Keith S. _eauthor.
245	1	0	_aModelling Learners and Learning in Science Education _h[electronic resource] : _bDeveloping Representations of Concepts, Conceptual Structure and Conceptual Change to Inform Teaching and Research / _cby Keith S. Taber.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2013.
300			_aXIX, 364 p. 83 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aModelling learners and learning in science education -- Modelling mental processes in the science learner -- Modelling the science learner’s knowledge -- Development and learning -- Conclusion.
520			_aThis book sets out the necessary processes and challenges involved in modelling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modelling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field.  This highly useful work provides models of aspects of scientific thinking and learning, drawing upon different fields and analyses the processes by which we can arrive at claims about the minds of others. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the 'mental register' (the way we talk and think about the 'contents' of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research into learners' ideas in science is necessarily a process of developing models. Through this book we learn that research reports should acknowledge the role of modelling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature.
650		0	_aEducation.
650		0	_aScience education.
650		0	_aTeaching.
650	1	4	_aEducation.
650	2	4	_aScience Education.
650	2	4	_aLearning & Instruction.
650	2	4	_aTeaching and Teacher Education.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789400776470
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-007-7648-7
912			_aZDB-2-SHU
942			_2Dewey Decimal Classification _ceBooks
999			_c48982 _d48982