Free Delivery Over $100
|
|
|||
|
||||
OverviewIn this volume, a number of experts from various disciplines take a look at three strands in learning to model. They examine the activity of modelling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. The chapters seek to bridge the modelling of communication and the modelling 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 in this volume illustrate the diversity and vivacity of research on a relaitively neglected, yet crucially important aspect of education across disciplines: learning to model. Full Product DetailsAuthor: Paul Brna , Michael Baker , Keith Stenning , Andree TiberghienPublisher: Taylor & Francis Inc Imprint: Psychology Press Dimensions: Width: 15.20cm , Height: 2.50cm , Length: 22.90cm Weight: 0.810kg ISBN: 9780805840643ISBN 10: 0805840648 Pages: 352 Publication Date: 01 July 2002 Audience: College/higher education , Professional and scholarly , Undergraduate , Postgraduate, Research & Scholarly Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"Contents: Preface. Part I: Coordinating Representations.K. Stenning, J.G. Greeno, R. Hall, M. Sommerfeld, M. Wiebe, Coordinating Mathematical With Biological Multiplication: Conceptual Learning as the Development of Heterogeneous Reasoning Systems. J. Vince, A. Tiberghien, Modeling in Teaching and Learning Elementary Physics. J.R. Frederiksen, B.Y. White, Conceptualizing and Constructing Linked Models: Creating Coherence in Complex Knowledge Systems. Part II: Provoking More Effective Modeling.R. Luckin, B. du Boulay, Construction and Abstraction: Contrasting Methods of Supporting Model Building in Learning Science. Z. Fund, Cognitive Support in Computerized Science Problem Solving: Eliciting External Representation and Improving Search Strategies. A. Bouwer, V.B. Machado, B. Bredeweg, Interactive Model-Building Environments. S. Bull, V. Dimitrova, P. Brna, Enhancing Reflective Modeling Through Communicative Interaction in Learning Environments. Part III: Collaboration and Language.P. Brna, M. Burton, Modeling the Modelers: Communicating About Content Through Shared External Representations. K. Lund, Teachers' Explanations of Students' Collaborative Modeling Activities. D. Alamargot, J. Andriessen, The ""Power"" of Text Production Activity in Collaborative Modeling: Nine Recommendations to Make a Computer-Supported Situation Work. M. Baker, Argumentative Interactions, Discursive Operations, and Learning to Model in Science."ReviewsIt is thus refreshing to see an edited collection that deals explicitly with cognitive science and education. This collection, which stems from a conference held in Corsica in 1999, consists of a mix of chapters that apply cognitive science approaches to the understanding of learning in a variety of scientific domains and chapters that present and assess different computer-assisted learning environments. -American Journal of Psychology """It is thus refreshing to see an edited collection that deals explicitly with cognitive science and education. This collection, which stems from a conference held in Corsica in 1999, consists of a mix of chapters that apply cognitive science approaches to the understanding of learning in a variety of scientific domains and chapters that present and assess different computer-assisted learning environments."" —American Journal of Psychology" Author InformationPaul Brna, Michael Baker, Keith Stenning, Anfree Tiberghien Tab Content 6Author Website:Countries AvailableAll regions |
||||
