//]]>

Concepts of Matter in Science Education (Record no. 16655)

000 -LEADER
fixed length control field 06723nam a22004335i 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20140310145546.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field cr nn 008mamaa
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 130709s2013 ne | s |||| 0|eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789400759145
978-94-007-5914-5
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number LC8-6691
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 507.1
Edition number 23
264 #1 -
-- Dordrecht :
-- Springer Netherlands :
-- Imprint: Springer,
-- 2013.
912 ## -
-- ZDB-2-SHU
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Tsaparlis, Georgios.
Relator term editor.
245 10 - IMMEDIATE SOURCE OF ACQUISITION NOTE
Title Concepts of Matter in Science Education
Medium [electronic resource] /
Statement of responsibility, etc edited by Georgios Tsaparlis, Hannah Sevian.
300 ## - PHYSICAL DESCRIPTION
Extent XXIII, 524 p. 109 illus.
Other physical details online resource.
440 1# - SERIES STATEMENT/ADDED ENTRY--TITLE
Title Innovations in Science Education and Technology,
International Standard Serial Number 1873-1058 ;
Volume number/sequential designation 19
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note PETER FENSHAM Foreword -- GEORGIOS TSAPARLIS AND HANNAH SEVIAN Introduction: Concepts of matter – Complex to teach and difficult to learn - PART I: LEARNING PROGRESSIONS FOR TEACHING A PARTICLE MODEL OF MATTER -- JOI MERRITT AND JOSEPH KRAJCIK Learning progression developed to support students in building a particle model of matter -- PHILIP JOHNSON How students’ understanding of particle theory develops: A learning progression -- HANNAH SEVIAN AND MARILYNE STAINS Implicit assumptions and progress variables in a learning progression about structure and motion of matter -- MARIANNE WISER, KATHRYN E. FRAZIER AND VICTORIA FOX At the beginning was amount of material: A learning progression for matter for early elementary grades -- PART II: STUDENTS’ AND TEACHERS’ MENTAL MODELS OF THE PARTICULATE NATURE OF MATTER -- DAVID F. TREAGUST, A. L. CHANDRASEGARAN, LILIA HALIM, ENG TEK ONG, AHMAD NURULAZAM MD ZAIN AND MAGESWARY KARPUDEWAN Understanding of basic particle nature of matter concepts by secondary school students following an intervention program -- MEI-HUNG CHIU AND SHIAO-LAN CHUNG The use of multiple perspectives of conceptual change to investigate students' mental models of gas particles -- CANAN NAKIBOĞLU AND KEITH S. TABER The atom as a tiny solar system: Turkish high school students' understanding of the atom in relation to a common teaching analogy -- ELENI PETRIDOU, DIMITRIS PSILLOS, EURIPIDES HATZIKRANIOTIS AND MARIA KALLERY A study on the exploratory use of microscopic models as investigative tools: The case of electrostatic polarization -- INGO EILKS Teacher pathways through the particulate nature of matter in lower secondary school chemistry: Continuous switching between different models or a coherent conceptual structure? -- FAIK Ö. KARATAŞ, SUAT ÜNAL, GREGORY DURLAND AND GEORGE BODNER What do we know about students' beliefs? Changes in students' conceptions of the particulate nature of matter from pre-instruction to college -- AJDA KAHVECI Diagnostic assessment of student understanding of the particular nature of matter: Decades of research -- PART III: EDUCATIONAL TECHNOLOGY -- SEVIL AKAYGUN AND LORETTA L. JONES Dynamic visualizations: Tools for understanding the particulate nature of matter -- GEORGE KALKANIS From the scientific to the educational: Using Monte Carlo simulations of the microKosmos for science education by inquiry.-PART IV: CHEMICAL REACTIONS, CHEMICAL PHENOMENA -- GEORGE PAPAGEORGIOU Can simple particle models support satisfying explanations of chemical changes for young students? -- VICENTE TALANQUER How do students reason about chemical substances and reactions? -- KEITH S. TABER AND KARINA ADBO Developing chemical understanding in the explanatory vacuum: Swedish high school students' use of an anthropomorphic conceptual framework to make sense of chemical phenomena -- PART V: CHEMICAL STRUCTURE AND BONDING -- TAMI LEVY NAHUM, RACHEL MAMLOK-NAAMAN AND AVI HOFSTEIN Teaching and learning of the chemical bonding concept: Problems and some pedagogical issues and recommendations -- KEITH S. TABER A common core to chemical conceptions: Learners' conceptions of chemical stability, change and bonding -- MARIJN R. MEIJER, ASTRID M. W. BULTE AND ALBERT PILOT Macro-Micro thinking with structure-property relations: Integrating ‘meso levels’ in secondary education -- GEORGIOS TSAPARLIS Learning and teaching the basic quantum chemical concepts -- PART VI: HISTORY AND PHILOSOPHY OF SCIENCE -- CONSTANTINE D. SKORDOULIS AND VANGELIS KOUTALIS Investigating the historical development of the concept of matter: Controversies about/in ancient atomism -- GEORGIOS TSAPARLIS AND HANNAH SEVIAN Toward a scientifically sound understanding of concepts of matter.                                       .
520 ## - SUMMARY, ETC.
Summary, etc Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research. Among the themes covered are learning progressions for teaching a particle model of matter, the mental models of both students and teachers of the particulate nature of matter, educational technology, chemical reactions and chemical phenomena, chemical structure and bonding, quantum chemistry and the history and philosophy of science relating to the particulate nature of matter. The book will benefit a wide audience including classroom practitioners and student teachers at every educational level, teacher educators and researchers in science education. "If gaining the precise meaning in particulate terms of what is solid, what is liquid, and that air is a gas, were that simple, we would not be confronted with another book which, while suggesting new approaches to teaching these topics, confirms they are still very difficult for students to learn". Peter Fensham, Emeritus Professor Monash University, Adjunct Professor QUT (from the foreword to this book)
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Science
General subdivision Study and teaching.
Topical term or geographic name as entry element Education.
Topical term or geographic name as entry element Science Education.
Topical term or geographic name as entry element Learning & Instruction.
Topical term or geographic name as entry element Teaching and Teacher Education.
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Sevian, Hannah.
Relator term editor.
710 2# - ADDED ENTRY--CORPORATE NAME
Corporate name or jurisdiction name as entry element SpringerLink (Online service)
773 0# - HOST ITEM ENTRY
Title Springer eBooks
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Display text Printed edition:
International Standard Book Number 9789400759138
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier http://dx.doi.org/10.1007/978-94-007-5914-5
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme
Item type E-Book
Copies
Price effective from Permanent location Date last seen Not for loan Date acquired Source of classification or shelving scheme Koha item type Damaged status Lost status Withdrawn status Current location Full call number
2014-04-03AUM Main Library2014-04-03 2014-04-03 E-Book   AUM Main Library507.1
Languages: 
English |
العربية