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This book features 35 of best papers from the 9th European Science
Education Research Association Conference, ESERA 2011, held in
Lyon, France, September 5th-9th 2011. The ESERA international
conference featured some 1,200 participants from Africa, Asia,
Australia, Europe as well as North and South America offering
insight into the field at the end of the first decade of the 21st
century. This book presents studies that represent the current
orientations of research in science education and includes studies
in different educational traditions from around the world. It is
organized into six parts around the three poles (content, students,
teachers) and their interrelations of science education: after a
general presentation of the volume (first part), the second part
concerns SSI (Socio-Scientific Issues) dealing with new types of
content, the third the teachers, the fourth the students, the fifth
the relationships between teaching and learning, and the sixth the
teaching resources and the curricula.
In this book, a number of experts from various disciplines take a
look at three different strands in learning to model. They examine
the activity of modeling from disparate theoretical standpoints,
taking into account the individual situation of the individuals
involved. The chapters seek to bridge the modeling of communication
and the modeling 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 brought
together in this volume illustrate the diversity and vivacity of
research on a relatively neglected, yet crucially important aspect
of education across disciplines: learning to model. A common thread
across the research presented is the view that communication and
interaction, as fundamental to most educational practices and as a
repository of conceptual understanding and a learning mechanism in
itself, is intimately linked to elaborating meaningful, coherent,
and valid representations of the world. The editors hope this
volume will contribute to both the fundamental research in its
field and ultimately provide results that can be of practical value
in designing new situations for teaching and learning modeling,
particularly those involving computers.
In this book, a number of experts from various disciplines take a
look at three different strands in learning to model. They examine
the activity of modeling from disparate theoretical standpoints,
taking into account the individual situation of the individuals
involved. The chapters seek to bridge the modeling of communication
and the modeling 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 brought together in this volume
illustrate the diversity and vivacity of research on a relatively
neglected, yet crucially important aspect of education across
disciplines: learning to model. A common thread across the research
presented is the view that communication and interaction, as
fundamental to most educational practices and as a repository of
conceptual understanding and a learning mechanism in itself, is
intimately linked to elaborating meaningful, coherent, and valid
representations of the world.
The editors hope this volume will contribute to both the
fundamental research in its field and ultimately provide results
that can be of practical value in designing new situations for
teaching and learning modeling, particularly those involving
computers.
This book features 35 of best papers from the 9th European Science
Education Research Association Conference, ESERA 2011, held in
Lyon, France, September 5th-9th 2011. The ESERA international
conference featured some 1,200 participants from Africa, Asia,
Australia, Europe as well as North and South America offering
insight into the field at the end of the first decade of the 21st
century. This book presents studies that represent the current
orientations of research in science education and includes studies
in different educational traditions from around the world. It is
organized into six parts around the three poles (content, students,
teachers) and their interrelations of science education: after a
general presentation of the volume (first part), the second part
concerns SSI (Socio-Scientific Issues) dealing with new types of
content, the third the teachers, the fourth the students, the fifth
the relationships between teaching and learning, and the sixth the
teaching resources and the curricula.
The NATO workshop ''Knowledge acquisition in the domain of physics
and intelligent learning environments" was held in Lyon, France,
July 8-12, 1990. A total of 31 researchers from Europe (France,
Germany, Greece, Italy, Portugal, and the U. K. ), the U. S. A. ,
and Japan worked together. This proceedings volume contains most of
the contributions to the workshop. The papers show clearly the main
directions of research in intelligent learning environments. They
display a variety of points of view depending on the researcher's
own background even when a single domain of teaching, namely
physics, is considered. We acknowledge the assistance of Michael
Baker, who was responsible for reviewing the English of the
contributions. February 1992 Andree TIberghien Heinz Mandl Table of
Contents Introduction 1 1. Teaching Situations and Physics
Knowledge Introductory University Courses and Open Environment
Approaches: The Computer as a Multi-role Mediator in
Teaching/Learning Physics 5 E. Balzano, P. Guidoni, M. Moretti, E.
Sassi, G. Sgueglia Practical Work Aid: Knowledge Representation in
a Model Based AI System 21 J. Courtois Simultaneous Processing of
Different Problem Aspects in Expert Problem Solving: An Analysis in
the Domain of Physics on the Basis of Formal Theories of
Commonsense Knowledge 35 A. Hron Modelis: An Artificial
Intelligence System Which Models Thermodynamics Textbook Problems
47 G. Tisseau 2. Different Approaches to Student Modelling Steps
Towards the Formalisation of a Psycho-logic of Motion 65 J. Bliss,
J.
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