000			04992nam a2200349 i 4500
001			67742
005			20250729101841.0
008			170725s2017 gw 0 eng d
010			_a2019747758
020			_a9783319865089 _q(paperback)
040			_aDLC _beng _cDLC _dBAUN _erda
041	0		_aeng
049			_aBAUN_MERKEZ
050	1	4	_aQC30 _b.M857 2017
082	0	4	_223
245	0	0	_aMultiple representations in physics education / _cedited by David F. Treagust, Reinders Duit, Hans E. Fischer.
250			_a1st edition
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2017.
300			_axi,, 322 pages 94 illustrations ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aModels and Modeling in Science Education, _x1871-2983 ; _v10
505	0	0	_t--Chapter 1 Multiple Representations in Physics And Science Education - Why Should we Use Them? Maria Opfermann, Annett Schmeck and Hans E. Fischer _t-- Section A. Multiple Representations: Focus on Models and Analogies, Reinders Duit _t-- Chapter 2 Teaching and Learning Representations in Upper Secondary Physics, Per Morten Kind, Carl Angell, Øystein Guttersrud _t-- Chapter 3 Integrating Computational Artifacts into the Multi-Representational Toolkit of Physics Education, Brian E. Gravel, Michelle H. Wilkerson _t-- Chapter 4 Evaluating Multiple Analogical Representations from Students' Perceptions, Jing-Wen Lin, Mei-Hung Chiu _t-- Section B Multiple Representations: Focus on Multiple Modes, Hans Fischer _t-- Chapter 5 Social Semiotics in University Physics Education, John Airey, Cedric Linder _t-- Chapter 6 Learning Optics with Multiple Representations: Not as Simple as Expected, Yen-Ruey Kuo, Mihye Won, Marjan Zadnik, Salim Siddiqui, David Treagust _t-- Chapter 7 Enacting a Representation Construction Approach to Teaching And Learning Astronomy, Peter Hubber, Russell Tytler _t-- Chapter 8 Learning about Forces using Representations, Pasi Nieminen, Antti Savinainen, Jouni Viiri _t-- Chapter 9 The Conceptual elements of Multiple Representations: A Study of Textbooks' Representations of Electric Current, Chee Leong Wong, Hye-Eun Chu _t-- Section 3: Multiple Representations: Focus on Reasoning and Representational Competence, David Treagust _t-- Chapter 10 Representational Competence, Understanding of Experiments, Phenomena and Basic Concepts in Geometrical Optics: A Representational Approach, Andreas Müller, Rosa Hettmannsperger, Jochen Scheid, Wolfgang Schnotz _t-- Chapter 11 Understanding and Promoting Effective Use of Representations in Physics Learning, Pat Kohl, Noah Finkelstein _t-- Chapter 12 The Role of Representations in Students' Explanations of Four Phenomena in Physics : Dynamics, thermal physics and electromagnetic induction and superposition, Jennifer Yeo, John K. Gilbert _t-- Chapter 13 Cross Referencing to Co-Construct Knowledge about Global Heat Transfer in an Online Learning Environment: Learning with Multiple Visualizations, Florence R. Sullivan, W. Richards Adrion, Dave Hart, Christopher N. Hill, K.C. Nat Turner, Jeff Xavier, Youngkwan Cha, Sangchil Lee, Bradford Wheeler _t-- Index.
520			_aThis volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementation of representations should consider design principles for using multiple representations. Investigations regarding their effect on classroom communication as well as on the learning results in all levels of schooling and for different topics of physics are reported. The book is intended for physics educators and their students at universities and for physics teachers in schools to apply multiple representations in physics in a productive way.
650		0	_aPhysics _xStudy and teaching (Higher) _9124255
700	1		_aDuit, Reinders. _eedt _9124256
700	1		_aFischer, Hans E. _eedt _9124257
700	1		_aTreagust, David F. _eedt _9124258
830		0	_aModels and Modeling in Science Education, _v10 _9124260
942			_2lcc _cKT
999			_c95719 _d95719