This book sets out the necessary processes and challenges involved
in modeling student thinking, understanding and learning. The
chapters look at the centrality of models for knowledge claims in
science education and explore the modeling 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 scientific thinking from different field and
analyses the processes by which we can arrive at claims about the
minds of others. 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
onto learners’ ideas in science is necessarily a process of
developing models. Through this book we learn that research reports
should acknowledge the role of modeling 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. 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
about the ‘contents’ of minds) for granted and so teachers and
researchers may readily underestimate the challenges involved in
their work.
General
| Imprint: |
Springer
|
| Country of origin: |
Netherlands |
| Release date: |
September 2016 |
| First published: |
2013 |
| Authors: |
Keith S. Taber
|
| Dimensions: |
235 x 155 x 20mm (L x W x T) |
| Format: |
Paperback
|
| Pages: |
364 |
| Edition: |
Softcover reprint of the original 1st ed. 2013 |
| ISBN-13: |
978-9402405224 |
| Categories: |
Books >
Social sciences >
General
Promotions
|
| LSN: |
9402405224 |
| Barcode: |
9789402405224 |
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