Titlebook: Reconceptualizing the Nature of Science for Science Education; Scientific Knowledge Sibel Erduran,Zoubeida R. Dagher Book 2014 Springer Net

labile

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

思考才皺眉

Induction

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

瑪瑙

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

interlude

外向者

SLAY

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

共棲

GLEAN

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

財主

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