標(biāo)題: Titlebook: Reconceptualizing the Nature of Science for Science Education; Scientific Knowledge Sibel Erduran,Zoubeida R. Dagher Book 2014 Springer Net [打印本頁] 作者: 頻率 時(shí)間: 2025-3-21 17:51
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作者: MAIZE 時(shí)間: 2025-3-21 21:45
Sibel Erduran,Zoubeida R. Dagherciples from our experience, by inspecting our usual approaches and choices when we receive new data that need to be analysed. However, these principles correspond very well to ideas expressed by other researchers in the areas of visualisation, data analysis, systems analysis, and cognitive psycholog作者: Neolithic 時(shí)間: 2025-3-22 01:06 作者: antidote 時(shí)間: 2025-3-22 07:39
Sibel Erduran,Zoubeida R. Daghernts. Data analysis techniques are required for identifying causal information and relationships directly from such observational data. This need has led to the development of many different time series causality approaches and tools including transfer entropy, convergent cross-mapping (CCM), and Gra作者: 匍匐前進(jìn) 時(shí)間: 2025-3-22 12:18 作者: 不遵守 時(shí)間: 2025-3-22 15:21
Sibel Erduran,Zoubeida R. Daghervide a useful diagnostic of the health of an ecology. In other applications to ecology, extreme physical information (EPI) has been used to derive the population-rate (or Lotka-Volterra) equations of ecological systems, both directly [.] and indirectly (Chapter 5) via the quantum Schrodinger wave eq作者: 或者發(fā)神韻 時(shí)間: 2025-3-22 20:51 作者: 一加就噴出 時(shí)間: 2025-3-23 00:52
Sibel Erduran,Zoubeida R. Dagherdy on sweet-pea seeds by Sir Francis Galton (1822–1911). He used the idea of regression again in a later study on the heights of fathers and sons. He discovered that sons of tall fathers are tall but somewhat shorter than their fathers, while sons of short fathers are short but somewhat taller than 作者: 胰臟 時(shí)間: 2025-3-23 05:20 作者: Hiatal-Hernia 時(shí)間: 2025-3-23 06:56
aders with an understanding of the thinking processes underlIn a world in which we are constantly surrounded by data, figures, and statistics, it is imperative to understand and to be able to use quantitative methods. Statistical models and methods are among the most important tools in economic anal作者: conservative 時(shí)間: 2025-3-23 12:37 作者: contradict 時(shí)間: 2025-3-23 14:30 作者: 失望未來 時(shí)間: 2025-3-23 21:47
978-94-024-0539-2Springer Netherlands 2014作者: GRE 時(shí)間: 2025-3-24 01:56
Reconceptualizing the Nature of Science for Science Education978-94-017-9057-4Series ISSN 1878-0482 Series E-ISSN 1878-0784 作者: 過份好問 時(shí)間: 2025-3-24 05:07
Sibel Erduran,Zoubeida R. DagherIntroduces an innovative approach to nature of science (NOS) in science education.Synthesizes perspectives from the fields of philosophy of science, and science education.Give a holistic representatio作者: fibula 時(shí)間: 2025-3-24 09:03
Sibel Erduran,Zoubeida R. Daghere notions of causality) for many simple systems but can provide conflicting causal inferences for more complicated systems. It is proposed that such disagreemen978-3-031-00781-1978-3-031-01909-8Series ISSN 2151-0067 Series E-ISSN 2151-0075 作者: 嬉耍 時(shí)間: 2025-3-24 11:25
Sibel Erduran,Zoubeida R. Daghere notions of causality) for many simple systems but can provide conflicting causal inferences for more complicated systems. It is proposed that such disagreemen978-3-031-00781-1978-3-031-01909-8Series ISSN 2151-0067 Series E-ISSN 2151-0075 作者: 逢迎春日 時(shí)間: 2025-3-24 17:23 作者: Instinctive 時(shí)間: 2025-3-24 19:55 作者: Feedback 時(shí)間: 2025-3-25 00:44 作者: labile 時(shí)間: 2025-3-25 05:34
Reconceptualizing Nature of Science for Science Education,gnitive and social aspects) are numerous for curriculum content, instructional approaches and learning outcomes. Even though the coverage is theoretical in nature, plenty of concrete examples are used to illustrate how the ideas might translate to the level of the classroom so that they are applicab作者: 思考才皺眉 時(shí)間: 2025-3-25 08:11 作者: Induction 時(shí)間: 2025-3-25 14:45
Methods and Methodological Rules,ods framework can be transformed into a heuristic tool and used to sharpen student understanding of the range of scientific methodologies in relation to topics encountered in school science. The chapter concludes by illustrating how knowledge about specific methods can be used to reflect on scientif作者: 瑪瑙 時(shí)間: 2025-3-25 18:05
Scientific Knowledge,ries, domain-specificity of scientific laws, nature of models and explanatory pluralism. Taken together, these themes illustrate significant nuances in the nature of scientific knowledge and indicate the disciplinary similarities (in the sense of the Family Resemblance Approach) as well domain-speci作者: interlude 時(shí)間: 2025-3-25 22:32 作者: 外向者 時(shí)間: 2025-3-26 03:31 作者: SLAY 時(shí)間: 2025-3-26 06:51
Sibel Erduran,Zoubeida R. Dagherexplain the overall behaviour of the characteristics over the entire reference set. In the course of the exploration, this general task is decomposed into subtasks of various types. We illustrate this view by several examples, in which datasets with different structures are considered and the explor作者: 共棲 時(shí)間: 2025-3-26 11:11 作者: GLEAN 時(shí)間: 2025-3-26 14:43
Sibel Erduran,Zoubeida R. Dagher that generated the negative conditions. The challenge is to develop a system-level index, one that indicates the organization and direction of ecological system dynamics. This index could detect when the system is changing its configuration to a new, perhaps less desirable, dynamic regime and may b作者: 財(cái)主 時(shí)間: 2025-3-26 17:43
Sibel Erduran,Zoubeida R. Dagher.. But take heed: regression does not necessarily prove the causality of the association. The direction of effect must be derived theoretically before it can be empirically proven with regression. Sometimes the direction of causality cannot be determined, as for example between the ages of couples g作者: 鉤針織物 時(shí)間: 2025-3-27 00:54
Sibel Erduran,Zoubeida R. Dagher.. But take heed: regression does not necessarily prove the causality of the association. The direction of effect must be derived theoretically before it can be empirically proven with regression. Sometimes the direction of causality cannot be determined, as for example between the ages of couples g作者: 上下連貫 時(shí)間: 2025-3-27 02:32
Reconceptualizing the Nature of Science for Science EducationScientific Knowledge作者: 單挑 時(shí)間: 2025-3-27 06:27 作者: 裹住 時(shí)間: 2025-3-27 13:11 作者: linear 時(shí)間: 2025-3-27 14:22 作者: Prosaic 時(shí)間: 2025-3-27 17:49
Towards Generative Images of Science in Science Education,es, we now refer to them collectively as the . (GIS) to emphasize their pedagogical utility. The FRA and the GIS heuristics are applied to example curriculum standards. The potential contributions of the FRA framework to research and development in science education are explored and some recommendations are offered.作者: abreast 時(shí)間: 2025-3-28 01:23
Aims and Values of Science, and the review is extended to draw some implications for science education. Examples are drawn to show how scientific aims and values can be promoted in science lessons particularly in relation to assessment of a range of values. The discussion is contextualized in a contemporary curriculum standards document.作者: 繼而發(fā)生 時(shí)間: 2025-3-28 03:17 作者: Ingratiate 時(shí)間: 2025-3-28 07:18 作者: 難理解 時(shí)間: 2025-3-28 13:02
Family Resemblance Approach to Characterizing Science,cience education. The components of the FRA are described and a rationale is provided for drawing on FRA to characterise the nature of science for science education. The FRA can provide a fresh new perspective on how science can be conceptualized in general and how such conceptualisation can be usef作者: Carcinogenesis 時(shí)間: 2025-3-28 16:24
Aims and Values of Science,, political and cultural aims and values, are revisited in Chap. . in the context of the discussion on social contexts of science. To guide the discussion in this chapter, the following example questions are posed: What are the aims and values of science, and how do values function? For instance, wh作者: 金桌活畫面 時(shí)間: 2025-3-28 20:05
Scientific Practices,es, there has been increasing interest in the notion of science-as-practice. Curriculum reform documents such as the . in the USA are increasingly advocating the teaching and learning of scientific practices. What are scientific practices? Why is a characterization of scientific practices important
