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  • MPI Ethno. Forsch.  (25)
  • Science Philosophy  (13)
  • Education  (12)
  • Monografische Reihe
  • Physics  (25)
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  • 1
    ISBN: 9783832554781
    Language: Undetermined
    Pages: 1 Online-Ressource
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    Keywords: Education ; Physics ; Masse ; Spezielle Relativitätstheorie ; Kontroverse ; Physikunterricht ; Physiklehrer ; Physiklehrerin ; Lehramtsstudent ; Lehramtsstudentin ; Studie
    Abstract: Erkenntnisgewinnung ist in den Naturwissenschaften untrennbar mit wissenschaftlichen Kontroversen verknüpft, die auch für den Physikunterricht einen Bildungswert besitzen, insbesondere im Hinblick auf kritische Urteilsbildung, Multiperspektivität und ein angemessenes Nature-of-Science-Verständnis. Basierend auf einer Charakterisierung wissenschaftlicher Kontroversen wird am Beispiel der Frage nach der Relativität der Masse in der Speziellen Relativitätstheorie in einer explorativ-qualitativen Studie untersucht, wie Physiklehrkräfte und Physiklehramtsstudierende mit einer solchen Kontroverse umgehen und inwieweit sie deren Bildungswert nutzen. Dazu werden sowohl Gedankenauflistungen, die von den Befragten nach dem Lesen von Textmaterialien zu den unterschiedlichen Fachpositionen erstellt wurden, als auch Antworten zu verschiedenen Textvignetten mit Hilfe der qualitativen Inhaltsanalyse ausgewertet. Insgesamt zeigt sich, dass die Studierenden häufiger offen gegenüber den kontroversen fachwissenschaftlichen Positionen sind als die Lehrkräfte. Unterschiede in Bezug auf die Realisierung des Bildungswertes im Unterrichtskontext werden mithilfe von fünf Typen systematisch beschrieben. Ein Großteil der Befragten weist dabei Ansätze zur Umsetzung von Kontroversität im Physikunterricht auf. Die Mehrheit vertritt auch eine eigene fachwissenschaftliche Position und ein Teil der Befragten nutzt die wissenschaftliche Kontroverse zur Thematisierung von Nature-of-Science-Aspekten.
    Note: German
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  • 2
    ISBN: 9783531195469
    Language: German
    Pages: 1 Online-Ressource (VII, 248 Seiten) , Illustrationen
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Gebhard, Ulrich, 1951 - Pädagogik der Naturwissenschaften
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    Keywords: Teaching ; Education ; Education ; Teaching ; Education ; Teaching ; Teaching and Teacher Education ; Naturwissenschaftlicher Unterricht ; Physikunterricht ; Chemieunterricht ; Biologieunterricht ; Naturwissenschaftlicher Unterricht ; Physikunterricht ; Chemieunterricht ; Biologieunterricht
    Abstract: Eine „Pädagogik der Naturwissenschaften“ fragt einerseits nach gelingendem Lernen und andererseits nach gelingender Bildung mit und durch die Naturwissenschaften. Wenn Lernen und Bildung gelingen sollen, dann wird sich die fachdidaktische Aufmerksamkeit sowohl auf das Subjekt als auch auf das Objekt von Lernen und Bildung im naturwissenschaftlichen Fachunterricht richten müssen. In der Verschränkung von Subjektivierung und Objektivierung sehen wir den fruchtbaren Moment naturwissenschaftlicher Bildungsprozesse, die damit eine gleichermaßen pädagogische wie politische Dimension erhalten. In diesem Buch werden die wesentlichen, theoretisch gehaltvollen Elemente einer kritischen wie modernen Naturwissenschaftsdidaktik diskutiert. Die Lektüre des Buches soll die pädagogisch-didaktische Haltung von Fachdidaktikerinnen und Fachdidaktikern, Studierenden und Lehrkräften inspirieren und theoretisch unterfüttern. Daher akzentuieren wir wesentliche Prämissen, theoretische Grundlegungen und Ziele des naturwissenschaftlichen Unterrichts. Zentrale Problemstellungen einer „Pädagogik der Naturwissenschaften“ werden aus einer integrativen Perspektive bearbeitet. Dabei werden sowohl Bezüge zum disziplinären Physik-, Chemie- und Biologieunterricht als auch zu einem integrierten Fach Naturwissenschaft hergestellt. Ein klarer Theoriebezug steht dabei in einem ausgewogenen Verhältnis zu empirischen Forschungsbefunden und zu Praxisempfehlungen. Die Autoren Dr. Ulrich Gebhard ist Professor für Erziehungswissenschaft unter besonderer Berücksichtigung der Didaktik der Biowissenschaften an der Universität Hamburg. Dr. Dietmar Höttecke ist Professor für Didaktik der Erziehungswissenschaften unter besonderer Berücksichtigung der Didaktik der Physik an der Universität Hamburg. Dr. Markus Rehm ist Professor für Didaktik der Naturwissenschaften an der Pädagogischen Hochschule Heidelberg
    Abstract: Einführung -- Was ist Naturwissenschaft?- Bildungstheoretische Grundlegung -- Naturwissenschaft, Ideologie, Unterricht -- Bildungsstandards und Kompetenzorientierung -- Naturwissenschaftlicher Unterricht -- Alltag und Wissenschaft -- Sprache, Begriff, Denken -- Natur und Naturbeziehung -- Urteilen, Entscheiden, Kommunizieren -- Lernen über die Natur der Naturwissenschaft -- Naturwissenschaften lernen, Naturwissenschaften verstehen -- Vom gefächerten zum integrierten Unterricht
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  • 3
    ISBN: 9783658171230
    Language: German
    Pages: Online-Ressource (XXVI, 410 S. 41 Abb, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg.
    Parallel Title: Erscheint auch als Tajmel, Tanja ISBN Naturwissenschaftliche Bildung in der Migrationsgesellschaft
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    Keywords: Language and education ; Science education ; Educational sociology ; Education and sociology ; Sociology, Educational ; Education ; Education ; Language and education ; Science education ; Educational sociology ; Education and sociology ; Sociology, Educational ; Hochschulschrift ; Physikunterricht ; Einwanderer ; Fremdsprachenlernen
    Abstract: Tanja Tajmel entwickelt eine intersektionale Perspektive auf naturwissenschaftliche Bildung und Physikunterricht im Kontext von Migration und Mehrsprachigkeit. Ausgehend vom Recht auf Bildung und unter Einbeziehung sozial- und sprachwissenschaftlicher Ansätze argumentiert die Autorin analytisch-theoriebildend die Grundzüge einer ‚Reflexiven Physikdidaktik‘, deren Anliegen ein diskriminierungsfreier Zugang zu Bildung ist. Mit der Modellierung einer ‚kritisch-reflexiven Sprachbewusstheit‘ legt die Autorin die Grundlage für eine reflexive Praxis der schulischen Sprachbildung, die sie an Beispielen exploriert. Der Inhalt Disparitäten der naturwissenschaftlichen Bildung als soziale Ungleichheit Diversität, Differenz und Macht in der physikdidaktischen Forschung Fachkultur und Sprache als Barrieren des Bildungszugangs Deutsch als Zweitsprache und Critical Language Awareness Kritische Sprachbewusstheit als reflexive Professionalität Die Zielgruppen Dozierende und Studierende des Lehramts, insbesondere naturwissenschaftlicher Fächer, sowie der Bereiche Sprachbildung und Deutsch als Zweitsprache Praktikerinnen und Praktiker im Bereich Schule sowie in der Aus- und Fortbildung von Lehrkräften Die AutorinTanja Tajmel promovierte im Fachbereich Didaktik der Physik an der Humboldt-Universität zu Berlin und ist Dozentin für Deutsch als Zweitsprache. Zu ihren Forschungsschwerpunkten zählen Sprache im Fachunterricht und Diskriminierung im Zugang zu naturwissenschaftlicher Bildung
    Abstract: Disparitäten der naturwissenschaftlichen Bildung als soziale Ungleichheit -- Diversität, Differenz und Macht in der physikdidaktischen Forschung -- Fachkultur und Sprache als Barrieren des Bildungszugangs -- Deutsch als Zweitsprache und Critical Language Awareness -- Kritische Sprachbewusstheit als reflexive Professionalität
    Note: Literaturverzeichnis: Seite 385-431
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  • 4
    ISBN: 9783658118518
    Language: German
    Pages: 1 Online-Ressource (IX, 43 Seiten) , Illustrationen
    Series Statement: essentials
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Erscheint auch als Haardiek, Annika, 1985 - Philosophie und Physik am außerschulischen Lernort
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    Keywords: Education ; Philosophy and science ; Science education ; Physics ; Education ; Philosophy and science ; Science education ; Physics
    Abstract: Dieses essential zeigt am Beispiel des innovativen Projekts „Selberdenken!“ auf, wie eine Verbindung von Naturwissenschaft und Philosophie auf der Basis von forschend-entdeckendem Lernen und explorativem Experimentieren an Schule und Hochschule gelingt. Fragen wie „Was denkt man, wenn man nach den Bausteinen der Materie sucht?“ und „Wie schafft man es, Daten durch die Luft zu transportieren?“ bieten dabei das Potenzial, Jugendliche für ein tiefgreifendes Verständnis unserer technisierten Welt zu begeistern. Motor für diese kritisch-neugierige Perspektive ist die Naturphilosophie, die auf lebendige Weise neben der fachlichen Dimension auch die Hintergründe von Naturwissenschaft thematisiert. Der Inhalt Ansichten über die Natur der Naturwissenschaften Grundlagen der Naturphilosophie „Selberdenken!“ – Ein Projektkurs am außerschulischen Lernort Die Zielgruppen Studierende und Dozierende der Lehramtsstudiengänge, insbesondere der Naturwissenschaften und der Philosophie Lehrende und Dozierende an Schulen und Hochschulen, Pädagogen Die Autorinnen Annika Kruse, M.Sc. Physik, promoviert am Schülerlabor MExLab Physik in Münster und ist dort für die Koordination sowie die Entwicklung des Workshopangebots zuständig. Cornelia Denz ist Professorin am Institut für Angewandte Physik der Westfälischen Wilhelms-Universität Münster (WWU). Sie ist Leiterin des Schülerlabors MExLab Physik sowie Prorektorin für Internation ales und wissenschaftlichen Nachwuchs an der WWU. .
    Description / Table of Contents: Was Sie in diesem Essential finden können; Vorwort ; Inhaltsverzeichnis; Kapitel-1; Einleitung; Literatur; Kapitel-2; Ansichten über die Natur der Naturwissenschaften; 2.1 Analyse der Misskonzepte über die Natur der Naturwissenschaften bei Jugendlichen; 2.2 Allgemeine Charakteristika eines Unterrichts zur Natur der Naturwissenschaft; Literatur; Kapitel-3; Grundzüge und Anwendung der Naturphilosophie; 3.1 Wissenschaftstheorie und die Naturwissenschaften; 3.2 Naturphilosophie und Physikdidaktik; Literatur; Kapitel-4; Selberdenken! - Ein Workshopkonzept am außerschulischen Lernort
    Description / Table of Contents: 4.1 Perspektiven an Schülerlaboren4.2 Der Projektkurs „Selberdenken!"; 4.3 Themen für ein Projekt zur Naturphilosophie; 4.4 Detaillierte Workshopbeispiele aus Selberdenken; Literatur; Kapitel-5; Fazit und Ausblick; Was Sie aus diesem Essential mitnehmen können
    Note: Description based upon print version of record
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  • 5
    ISBN: 9783319185156
    Language: English
    Pages: Online-Ressource (XV, 185 p. 1 illus, online resource)
    Series Statement: Boston Studies in the Philosophy and History of Science 314
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Sciences and Law
    Parallel Title: Druckausg. Duhem, Pierre, 1861 - 1916 The electric theories of J. Clerk Maxwell
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    Keywords: Science History ; Science Philosophy ; Science, general ; Maxwell, James Clerk 1831-1879 ; Duhem, Pierre 1861-1916 ; Elektromagnetismus
    Abstract: In this volume Pierre Duhem first gives an overview of 19th century electricity and magnetism. Next, he applies his keen historical, philosophical, and physical intuition to critiquing Maxwell’s theories, especially his electromagnetic theory of light and the ad hoc introduction of displacement current, which he considers too much a product of the “esprit de géométrie” than the “esprit de finesse,” as Pascal calls it. In this book, Duhem is guided by the principle that a theory that offers contradictions, even if the theory is posed by a genius, needs to be analysed and discussed until a clear distinction can be made between the propositions likely to be logically demonstrated and statements that offend logic and which must be transformed or rejected. Furthermore, Duhem felt, in criticizing such a theory one must guard against narrowness of mind and petty corrections which would make one forget the merit of the inventor; and, more importantly, one must guard against the blind superstition which, for admiration of the author, would hide the serious defects of the work. He is not so great a genius that he surpasses the laws of reason. Pierre Duhem (1861-1916), chairman of theoretical physics at Bordeaux in 1984-1916, is well-known for his works in the history and philosophy of science
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  • 6
    ISBN: 9783319050171
    Language: English
    Pages: Online-Ressource (IX, 379 p. 35 illus., 16 illus. in color, online resource)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Teaching and learning of energy in K-12 education
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    Keywords: Science Study and teaching ; Education ; Education ; Science Study and teaching ; Force and energy Study and teaching ; Power (Mechanics) Study and teaching ; Power resources Study and teaching ; Science Study and teaching (Elementary) ; Konferenzschrift 2013 ; Energie ; Unterricht
    Abstract: This volume presents current thoughts, research, and findings that were presented at a summit focusing on energy as a cross-cutting concept in education, involving scientists, science education researchers and science educators from across the world. The chapters cover four key questions: what should students know about energy, what can we learn from research on teaching and learning about energy, what are the challenges we are currently facing in teaching students this knowledge, and what needs be done to meet these challenges in the future? Energy is one of the most important ideas in all of science and it is useful for predicting and explaining phenomena within every scientific discipline. The challenge for teachers is to respond to recent policies requiring them to teach not only about energy as a disciplinary idea but also about energy as an analytical framework that cuts across disciplines. Teaching energy as a crosscutting concept can equip a new generation of scientists and engineers to think about the latest cross-disciplinary problems, and it requires a new approach to the idea of energy. This book examines the latest challenges of K-12 teaching about energy, including how a comprehensive understanding of energy can be developed. The authors present innovative strategies for learning and teaching about energy, revealing overlapping and diverging views from scientists and science educators. The reader will discover investigations into the learning progression of energy, how understanding of energy can be examined, and proposals for future directions for work in this arena. Science teachers and educators, science education researchers and scientists themselves will all find the discussions and research presented in this book engaging and informative.
    Description / Table of Contents: Acknowledgements; Contents; Chapter 1: Introduction: Why Focus on Energy Instruction?; 1.1 Realizing the Need for a Summit; 1.2 Structure of the Summit; 1.2.1 Goals and Participants; 1.2.2 Surfacing and Discussing Ideas; 1.2.3 Teacher Voices and a Second Summit for Teachers; 1.3 Organization of This Book; References; Part I What Should Students Know About Energy?; Chapter 2: A Physicist's Musings on Teaching About Energy; 2.1 Introduction; 2.2 The Particle Physicist's View of Energy; 2.3 Descriptions of Various Types of Energy; 2.3.1 Thermal Energy; 2.3.2 Chemical Energy
    Description / Table of Contents: 2.3.3 Mechanical and Electrical Energy2.3.4 Conservation of Mass?; 2.3.5 Energy Flows (Convection, Conduction and Radiation); 2.3.6 Nuclear Energy; 2.4 Key Energy Concepts for K-12 Science Education; 2.4.1 Only Changes in Energy Matter (Who Cares How Much You Have if Most of It Is Not Negotiable); 2.4.2 Any Change in Energy Is Balanced by Some Other Change in Energy (You Can't Make or Destroy Energy, Only Move It Around); 2.4.3 Energy Availability Governs What Can Happen (You Can't Do Anything Without Energy); 2.4.4 Energy Tends to Spread Itself Around as Much as Possible
    Description / Table of Contents: 2.5 When and How Can Students Learn About Energy?References; Chapter 3: A Space Physicist's Perspective on Energy Transformations and Some Implications for Teaching About Energy Conservation at All Levels; 3.1 Introduction; 3.2 Magnetic Reconnection: Energy in Fields; 3.3 The Energy Transport Equation in Magnetohydrodyamics: Energy Conservation and Transfer; 3.4 Conclusions; References; Chapter 4: Conservation of Energy: An Analytical Tool for Student Accounts of Carbon-Transforming Processes; 4.1 Introduction; 4.2 A Key Goal: Using Energy Conservation as an Analytical Tool
    Description / Table of Contents: 4.3 Challenges and Instructional Supports4.3.1 Understanding the Purpose of the Concept of Energy; 4.3.1.1 Developing a Sense of Necessity About Energy Conservation; 4.3.1.2 Quasi-quantitative Representations of Energy; 4.3.2 Identifying Forms of Energy in Living Systems; 4.3.3 Tracing Energy Separately from Matter; 4.4 Conclusion; References; Part II What Does the Research Say About the Teaching and Learning About Energy?; Chapter 5: Teaching and Learning the Physics Energy Concept; 5.1 Introduction; 5.2 Energy - A Core Physics Concept; 5.2.1 On the Energy Concept in Physics
    Description / Table of Contents: 5.2.2 Four Basic Ideas of the Energy Concept5.2.3 On the Nature of the Four Basic Ideas; 5.2.4 On the Relation of the Four Basic Ideas to Standards and Instruction; 5.3 Conceptualizations of Energy; 5.3.1 Energy Is an Abstract Accounting Quantity; 5.3.2 Energy Is the Ability to Do Work; 5.3.3 Energy Is the Ability to Cause Changes; 5.3.4 Energy Is the Ability to Produce Heat; 5.3.5 Energy Is a General Kind of Fuel; 5.3.6 The Conceptualist and the Materialist Distinction; 5.3.7 Energy Is a Substance-Like Quantity; 5.3.8 Energy Forms; 5.4 Findings of Studies on Teaching and Learning Energy
    Description / Table of Contents: 5.4.1 On the State of Research in the Early 1990s
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  • 7
    Online Resource
    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9789400769991
    Language: English
    Pages: Online-Ressource (XIII, 189 p. 30 illus, online resource)
    Series Statement: Archimedes, New Studies in the History and Philosophy of Science and Technology 35
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Druckausg. Niazi, Kaveh Quṭb al-Dīn Shīrāzī and the configuration of the heavens
    Parallel Title: Druckausg. Niazi, Kaveh Quṭb al-Dīn Shīrāzī and the configuration of the heavens
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    Keywords: Philosophy (General) ; Science History ; Philosophy, modern ; Science Philosophy ; Philosophy ; Philosophy (General) ; Science History ; Philosophy, modern ; Science Philosophy ; Quelle ; Astronomie ; Vergleichende Ideengeschichte
    Abstract: As a leading scientist of the 13th century C. E. Quṭb al-Dīn Shīrāzī wrote three substantial works on hay’a (or the configuration of the celestial orbs): Nihāyat al-idrāk fī dirāyat al-aflāk (“The Limits of Attainment in the Understanding of the Heavens”), al-Tuḥfa al-shāhīya fī ‘ilm al-hay’a (“The Royal Offering Regarding the Knowledge of the Configuration of the Heavens”), and Ikhtīyārāt-i Muẓaffarī (“The Muẓaffarī Elections”). Completed in less than four years and written in two of the classical languages of the Islamic world, Arabic and Persian, these works provide a fascinating window to the astronomical research carried out in Ilkhanid Persia. Shīrāzī and his colleagues were driven by their desire to rid Ptolemaic astronomy from its perceived shortcomings. An intriguing trail of revisions and emendations in Shīrāzī’s hay’a texts serves to highlight both those features of Shīrāzī's astronomy that were inherited from his predecessors, as well as his original contributions to this branch of astronomical research. As a renowned savant, Shīrāzī spent a large portion of his career near centers of political power in Persia and Anatolia. A study of his scientific output and career as a scholar is an opportunity, therefore, for an examination of the patronage of science and of scientific works within the Ilkhanid realms. Not only was this patronage important to the work of scholars such as Shīrāzī but it was critical to the founding and operation of one of the foremost scientific institutions of the medieval Islamic world, the Marāgha observatory. The astronomical tradition in which Shīrāzī carried out his research has many links, as well, to the astronomy of Early Modern Europe, as can be seen in the astronomical models of Copernicus
    Description / Table of Contents: AcknowledgementNote on Transliteration -- Chapter 1. Purpose and Background of Study -- Chapter 2. The Mongols in Iran -- Chapter 3. Shīrazī's Life -- Chapter 4. The Principal Astronomical Sources -- Chapter 5. Persian vs. Arabic: Language as a Determinant of Content -- Chapter 6. Conclusion -- Figures- Bibliography -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E -- Index.
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  • 8
    ISBN: 9789400762718
    Language: English
    Pages: Online-Ressource (XIV, 651 p. 134 illus, digital)
    Series Statement: International Perspectives on the Teaching and Learning of Mathematical Modelling
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T.
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    Keywords: Mathematics ; Education ; Education ; Mathematics
    Abstract: Modeling Students Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects.
    Abstract: Modeling Students' Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects
    Description / Table of Contents: Modeling Students' Mathematical Modeling Competencies; Contents; Contributors; Chapter 1: Introduction: ICTMA and the Teaching of Modeling and Applications; Part I: The Nature of Models & Modeling; Chapter 2: Introduction to Part I Modeling: What Is It? Why Do It?; References; Section 1: What Are Models?; Chapter 3: Modeling Theory for Math and Science Education; 3.1 Introduction; 3.2 Origins of Modeling Theory; 3.3 Models and Concepts; 3.4 Imagination and Intuition; 3.5 Mathematical Versus Physical Intuition; 3.6 Modeling Instruction; 3.7 Conclusions
    Description / Table of Contents: 3.8 Epilogue: A New Generation of Mathematical ToolsReferences; Chapter 4: Modeling a Crucial Aspect of Students' Mathematical Modeling; 4.1 Introduction; 4.2 Three Examples; 4.3 The Intricacies of Mathematization; 4.4 Modeling Students' Mathematizations; References; Chapter 5: Modeling Perspectives in Math Education Research; 5.1 Introduction; 5.2 Spesier and Walter on Models; 5.3 Harel on Models; 5.4 Larson on Models; 5.5 Oehrtman on Models; 5.6 Rasmussen and Zandieh on Models; References; Section 2: Where Are Models & Modelers Found?
    Description / Table of Contents: Chapter 6: Modeling to Address Techno-Mathematical Literacies in Work6.1 Introduction; 6.2 Methodology; 6.3 Findings; 6.4 Results; 6.4.1 Two Examples: Manufacturing and Statistical Process Control; 6.5 Conclusions; References; Chapter 7: Mathematical Modeling in Engineering Design Projects; 7.1 Introduction; 7.2 Methodology; 7.2.1 Industrial Engineering Undergraduates; 7.2.2 Mechanical Engineering Graduate Students; 7.3 Discussion; 7.4 Conclusion; References; Chapter 8: The Mathematical Expertise of Mechanical Engineers - The Case of Mechanism Design; 8.1 Introduction
    Description / Table of Contents: 8.2 Method of Investigation8.3 The Task: Design of Part of a Cutting Device; 8.4 Results and Discussion; 8.5 Conclusions; References; Section 3: What Do Modeling Processes Look Like?; Chapter 9: Modeling and Quantitative Reasoning: The Summer Jobs Problem; 9.1 Theoretical Framework; 9.2 Methods; 9.3 Results; 9.3.1 What Is the Students' Model?; 9.3.2 What Is the Role of Quantities in Students' Models?; 9.3.3 What Is the Role of Quantitative Reasoning in Students' Models?; 9.3.4 What Is the Relationship Between Quantitative Reasoning and Model Development?; 9.4 Discussion; References
    Description / Table of Contents: Chapter 10: Tracing Students' Modeling Processes in School10.1 Introduction; 10.2 Theoretical Framework; 10.3 The Present Study; 10.3.1 The Purpose of the Study; 10.3.2 Participants, Modelling Activity, and Procedures; 10.3.3 Data Sources and Analysis; 10.4 Results; 10.4.1 Modelling Processes; 10.4.2 Mathematical Developments; 10.5 Discussion; References; Section 4: What Creates "The Need For Modeling"; Chapter 11: Turning Ideas into Modeling Problems; 11.1 Introduction; 11.2 Approaches to Mathematical Modeling; 11.2.1 Modeling as Vehicle; 11.2.2 Modeling as Content
    Description / Table of Contents: 11.3 Educational Rationale
    Note: Includes bibliographical references and index
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  • 9
    Online Resource
    Online Resource
    Dordrecht : Springer
    ISBN: 9789400743458
    Language: English
    Pages: Online-Ressource (XVIII, 338 p. 9 illus, digital)
    Series Statement: Boston Studies in the Philosophy and History of Science 282
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. The mechanization of natural philosophy
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    Keywords: Philosophy (General) ; Biology Philosophy ; Philosophy of nature ; Science Philosophy ; Philosophy ; Philosophy (General) ; Biology Philosophy ; Philosophy of nature ; Science Philosophy ; Science ; Philosophy ; History ; 16th century ; Science ; Philosophy ; History ; 17th century ; Aufsatzsammlung ; Naturphilosophie ; Mechanismus ; Ideengeschichte 1550-1720
    Abstract: The Mechanisation of Natural Philosophy is devoted to various aspects of the transformation of natural philosophy during the 16th and 17th centuries that is usually described as mechanical philosophy .Drawing the border between the old Aristotelianism and the « new » mechanical philosophy faces historians with a delicate task, if not an impossible mission. There were many natural philosophers who actually crossed the border between the two worlds, and, inside each of these worlds, there was a vast spectrum of doctrines, arguments and intellectual practices. The expression mechanical philosophy is burdened with ambiguities. It may refer to at least three different enterprises: a description of nature in mathematical terms; the comparison of natural phenomena to existing or imaginary machines; the use in natural philosophy of mechanical analogies, i.e. analogies conceived in terms of matter and motion alone.However mechanical philosophy is defined, its ambition was greater than its real successes. There were few mathematisations of phenomena. The machines of mechanical philosophers were not only imaginary, but had little to do with the machines of mecanicians. In most of the natural sciences, analogies in terms of matter and motion alone failed to provide satisfactory accounts of phenomena.By the same authors: Mechanics and Natural Philosophy before the Scientific Revolution (Boston Studies in the Philosophy of Science 254).
    Description / Table of Contents: The Mechanization of Natural Philosophy; Preface; Contents; Contributors; Introduction; Part I: The Construction of Historical Categories; Chapter 1: Remarks on the Pre-history of the Mechanical Philosophy; 1.1 What Was the Mechanical Philosophy?; 1.2 The Mechanical Philosophy Before Boyle; 1.3 Bacon; 1.4 Galileo; 1.5 Mersenne; 1.6 Descartes/Gassendi/Hobbes: Mechanical Philosophers?; 1.7 Novatores, Latitudinarians, and the Construction of the Mechanical Philosophy; 1.8 A Broader Conception of Mechanism?; Chapter 2: How Bacon Became Baconian
    Description / Table of Contents: 2.1 The Meaning of Mechanical Operation in Bacon's Oeuvre2.2 Mechanical and Vital Readings of Bacon's Natural Philosophy in Seventeenth-Century England; 2.3 Conclusion; Chapter 3: An Empire Divided: French Natural Philosophy (1670-1690); 3.1 Introduction; 3.2 A Debate on Natural Philosophy; 3.3 On the Side of the New Philosophers; 3.3.1 The Methodology of Ontology: Beings Should Not Be Multiplied Without Necessity; 3.3.2 The Way of Physics: Physics Should Explain Phenomena, Namely, Give Efficient Causes; 3.3.3 Ontological Categories: The Bipartition Between Body and Soul Should Be Respected
    Description / Table of Contents: 3.3.4 The Social Twist3.4 On the Side of the Old Philosophers; 3.4.1 The Methodology of Ontology: The Multiplication of Corpuscles and the Missing Metaphysical Supplement; 3.4.2 The Way of Physics: One Should Not Indulge in Hypotheses, Ignore Experiments and Use Empty Words; 3.4.3 The Ontological Categories and the Controversy Over Animal Souls; 3.4.4 Another Social Twist; 3.5 Conclusions; Part II: Matter, Motion, Physics and Mathematics; Chapter 4: Matter and Form in Sixteenth-Century Spain: Some Case Studies; 4.1 Introduction; 4.2 The Corpuscular Theories of the Physician d'Olesa
    Description / Table of Contents: 4.2.1 Elements, Minima and Qualities4.2.2 The Problem of Mixture; 4.2.3 A Corpuscular Theory of Light and Vision; 4.3 The Absence of a Tradition; 4.3.1 The Hypothesis of Menéndez Pelayo; 4.3.2 The Salamacan Physician Gomez Pereira; 4.3.3 The Salamacan Physician Francisco Valles; 4.4 Conclusion; Chapter 5: The Composition of Space, Time and Matter According to Isaac Newton and John Keill; 5.1 Introduction; 5.2 The Isomorphism of Space, Time and Matter in Early Modern Natural Philosophy; 5.3 The Evolution of Newton's Views on the Composition of Space, Time and Matter
    Description / Table of Contents: 5.4 The Isomorphism of Space, Time and Matter According to John Keill5.5 Conclusion; Chapter 6: Beeckman, Descartes and Physico-Mathematics; 6.1 Beeckman; 6.1.1 Persistence of Motion; 6.1.2 Persistence of the Form of a Motion; 6.1.3 Conservation in the Exchange of Motion; 6.1.4 Isoperimetric Figures; 6.2 Descartes; 6.2.1 Persistence of Motion; 6.2.2 Communication of Motion; 6.2.3 Persistence and Direction; 6.3 Physico-Mathematics; Chapter 7: Between Mathematics and Experimental Philosophy: Hydrostatics in Scotland About 1700; 7.1 Between Mathematics and Experimental Philosophy
    Description / Table of Contents: 7.2 The Mathematical Hydrostatics of Wallis, Gregorie, and Newton
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  • 10
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    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9789400724570 , 1283456427 , 9781283456425
    Language: English
    Pages: Online-Ressource (X, 268p. 16 illus, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Advances in nature of science research
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    Keywords: Curriculum planning ; Science Study and teaching ; Education ; Education ; Curriculum planning ; Science Study and teaching ; Science ; Study and teaching ; Science ; Philosophy ; Wissenschaft ; Wissenschaftstheorie ; Empirische Forschung ; Naturwissenschaftlicher Unterricht
    Abstract: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship
    Abstract: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term 'Nature of Science' (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent anal
    Description / Table of Contents: pt. 1. Conceptual issues in the nature of science research -- pt. 2. Methodological advances in the nature of science research.
    Note: Includes bibliographical references and index
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  • 11
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    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 1283085321 , 9781402099045 , 9781283085328
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law
    Series Statement: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science 347
    DDC: 530.1
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    Keywords: Philosophy (General) ; Metaphysics ; Science Philosophy ; Quantum theory ; Konferenzschrift ; Physik ; Wahrscheinlichkeitstheorie ; Wissenschaftstheorie
    Abstract: This volume defends a novel approach to the philosophy of physics: it is the first book devoted to a comparative study of probability, causality, and propensity, and their various interrelations, within the context of contemporary physics -- particularly quantum and statistical physics. The philosophical debates and distinctions are firmly grounded upon examples from actual physics, thus exemplifying a robustly empiricist approach. The essays, by both prominent scholars in the field and promising young researchers, constitute a pioneer effort in bringing out the connections between probabilistic, causal and dispositional aspects of the quantum domain. The book will appeal to specialists in philosophy and foundations of physics, philosophy of science in general, metaphysics, ontology of physics theories, and philosophy of probability.
    Description / Table of Contents: Preface; Contents; Contributors; 1 Four Theses on Probabilities, Causes, Propensities; 1.1 Overview of the Book; 1.2 Probabilities; 1.3 Causes; 1.4 Propensities; 1.5 Transition Versus Conditional Probabilities; 1.6 Propensity as Probability; 1.7 Propensity as Dispositional Property; 1.8 Causal and Dispositional Presuppositions in Physics; References; Part I Probabilities; 2 Probability and Time Symmetry in Classical Markov Processes; 3 Probability Assignments and the Principle of Indifference. An Examination of Two Eliminative Strategies
    Description / Table of Contents: 4 Why Typicality Does Not Explain the Approach to EquilibriumPart II Causes; 5 From Metaphysics to Physics and Back: the Example of Causation; 6 On Explanation in Retro-causal Interpretations of Quantum Mechanics; 7 Causal Completeness in General Probability Theories; 8 Causal Markov, Robustness and the Quantum Correlations; Part III Propensities; 9 Do Dispositions and Propensities Have a Role in the Ontology of Quantum Mechanics? Some Critical Remarks; 10 Is the Quantum World Composed of Propensitons?; 11 Derivative Dispositions and Multiple Generative Levels; Name Index; Subject Index;
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  • 12
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    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 1283086115 , 9789400704497 , 9781283086110
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Models and Modeling in Science Education 6
    DDC: 507.1
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    Keywords: Education ; Science Study and teaching
    Abstract: The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. In recent years, science educators have greatly increased their use of modeling in teaching, especially real-time dynamic modeling, which is central to a scientific investigation. Modeling in science teaching is being used in an array of fields, everything from primary sciences to tertiary chemistry to college physics, and it is sure to play an increasing role in the future of education. Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education. It identifies and describes many different modeling tools and presents recent applications of modeling as a cognitive tool for scientific enquiry.
    Description / Table of Contents: pt. 1. Theory formation and modeling in science education -- pt. 2. Modeling and student learning in science educatin -- pt. 3. Modeling and teachers' knowledge.
    Note: Includes bibliographical references and indexes , Electronic reproduction; Available via World Wide Web
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  • 13
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    Dordrecht : Springer Netherlands
    ISBN: 9789048192281 , 9781282995635
    Language: English
    Pages: Online-Ressource (V, 200p, digital)
    Series Statement: Archimedes, New Studies in the History and Philosophy of Science and Technology 26
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Wüthrich, Adrian The genesis of Feynman diagrams
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    Keywords: Science Philosophy ; Physics ; Science Philosophy ; Physics ; Feynman-Graph ; Entwicklung ; Feynman-Graph ; Entwicklung
    Abstract: Contents -- Acknowledgements -- 1. Origin, use and interpretation of Feynman diagrams -- 2. Quantum electrodynamics without Feynman diagrams -- 3. Quantum mechanics without a Hamiltonian operator -- 4. The Dirac equation: Feynman’s great struggle -- 5. Free propagation and successive scattering -- 6. The held theoretical systematization of Feynman’s theory -- 7. The development of a new means of representation -- Appendix A Diagrammatic induction -- Appendix B Synopsis of manuscripts and principal publications -- List of figures -- Bibliography
    Abstract: In a detailed reconstruction of the genesis of Feynman diagrams the author reveals that their development was constantly driven by the attempt to resolve fundamental problems concerning the uninterpretable infinities that arose in quantum as well as classical theories of electrodynamic phenomena. Accordingly, as a comparison with the graphical representations that were in use before Feynman diagrams shows, the resulting theory of quantum electrodynamics, featuring Feynman diagrams, differed significantly from earlier versions of the theory in the way in which the relevant phenomena were conceptualized and modelled. The author traces the development of Feynman diagrams from Feynman's "struggle with the Dirac equation" in unpublished manuscripts to the two of Freeman Dyson's publications which put Feynman diagrams into a field theoretic context. The author brings to the fore that Feynman and Dyson not only created a powerful computational device but, above all, a new conceptual framework in which the uninterpretable infinities that had arisen in the old form of the theory could be precisely identified and subsequently removed in a justifiable manner
    Description / Table of Contents: Acknowledgements; Contents; List of Figures; 1 Introduction: Origin, Use and Interpretation of Feynman Diagrams; 2 Quantum Electrodynamics Without Feynman Diagrams; 3 Quantum Mechanics Without a Hamiltonian Operator; 4 The Dirac Equation: Feynman's Great Struggle; 5 Free Propagation and Successive Scattering; 6 The Field Theoretical Systematization of Feynman's Theory; 7 The Development of a New Means of Representation: Goals and Milestones; Appendix A Diagrammatic Induction; Appendix B Synopsis of Manuscripts and Principal Publications; References; Index;
    Note: Description based upon print version of record
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  • 14
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    Online Resource
    Dordrecht : Sprigner Science+Business Media, LLC
    ISBN: 9789048186457
    Language: English
    Pages: Online-Ressource (XXII, 320p, digital)
    Series Statement: Boston Studies in the Philosophy of Science 269
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Valleriani, Matteo Galileo engineer
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    Keywords: Science History ; Science Philosophy ; Architecture ; Mathematics_$xHistory ; Science, general ; Architecture ; Science History ; Science Philosophy ; Mathematics_$xHistory ; Galilei, Galileo 1564-1642 ; Militärtechnik ; Temperaturmessung ; Pneumatik ; Ingenieurwissenschaften ; Geschichte 1590-1700 ; Galilei, Galileo 1564-1642 ; Militärtechnik ; Temperaturmessung ; Pneumatik ; Ingenieurwissenschaften ; Geschichte 1590-1700
    Abstract: This work systematically investigates and reconstructs the practical knowledge Galileo shared during his lifetime. Galileo shared many aspects of practical knowledge. These included the methods and experience of foremen and engineers active within various frameworks. Galileo did not always react to such scientific impulses in the same way. On the one hand, he not only shared practical knowledge, but also acted as an engineer, especially within the framework of the art of war at the end of the sixteenth century, and more so during the time he spent in Padua. On the other hand, his scientific achievements were largely based on and influenced by aspects of practical knowledge coming from particular disciplines and activities, without him ever becoming an expert in these disciplines. Two case studies, the first concerned with Galileo's theory of the strength of materials and the second with his achievement of an atomistic heat doctrine, enable a focus on the early modern model of generation of new scientific knowledge based on the conflicting interaction between aspects of practical knowledge and Aristotelian theoretical assumptions.
    Description / Table of Contents: Contents; Foreword: The Historical Epistemology of Mechanics; Introduction; Structure of the Book; How to Read this Book; Part I War and Practice; 1 Artist-Engineers Apprenticeship and Galileo; The Political and Economic Context; The Education of Artist-Engineers; Galileos Apprenticeship; From the Apprenticeship to the Workshop via the University; The Buzz of the Workshop; 2 Instruments and Machines; Galileos Balance Sheet; The Production and Organization of the Workshop; The Military Compass; The Reduction Compass; The Surveying Compass; Other Instruments and Tools; Lenses; Glass Production
    Description / Table of Contents: Adapting the Telescope for other Optical DevicesMirrors; Machine for Pounding Gunpowder; Machine for Lifting Heavy Weights; Water Lifting Machine; Galileo as a Military Engineer; 3 Galileos Private Course on Fortifications; The Structure of the Business; Mathematics for the Military Art; Military Architecture; Artillery Powered by Gunpowder; La sfera; The Science of Machines; Compounds of Simple Machines to Multiply Force; Compound Machines Useful in the Fortress; The Art of War and the Materiality of Machines; Part II Practice and Science; 4 The Knowledge of the Venetian Arsenal
    Description / Table of Contents: Dating Galileos Work on the Science of MaterialsThe Key Question of the Machine Makers; Galileos Cantilever Model; The Origins of the Renaissance Engineers Cantilever Model; Galileo at the Arsenal: The Aristotelian Nautical Questions; Did the Venetian Arsenal Employ Galileo?; Galileos Apprenticeship as a Proto; Galileos Masterpiece: The Oar Model; Did Galileo Become a Proto?; 5 Pneumatics, the Thermoscope and the New Atomistic Conception of Heat; The Thermoscope; The Emergence of the Thermoscope; From the Thermoscope to the Thermometer; Empirical Data Provided by the Thermoscope
    Description / Table of Contents: The Reception of Ancient PneumaticsGalileo as a Pneumatic Engineer; The Functioning of the Thermoscope; Galileos Doctrine of Heat; The Generation of a Heat Doctrine; Part III The Engineer and the Scientist; 6 Was Galileo an Engineer?; Revolution of the Art of War; Galilei in the Current of Warfare; Beyond Engineering; The Aristotelian Engineer; Generation of Knowledge; Engineer-Scientists; Sources: Galileo's Correspondence; Notes on the Translations; Galileo to G. Contarini in Venice. Padova, March 22, 1593; G. Contarini to Galileo in Padova. Venice, March 28, 1593
    Description / Table of Contents: Galileo to A. Mocenigo in Venice. Padova, January 11, 1594G. Sagredo to Galileo in Padova. Venice, January 17, 1602; G. Sagredo to Galileo in Padova. Venice, August 23, 1602; Galileo to A. de Medici in Florence. Padova, February 11, 1609; G. Bartoli to B. Vinta in Florence. Venice, September 26, 1609; M. Hastal to Galileo in Florence. Prague, August 24, 1610; D. Antonini to Galileo in Florence. Brussels, February 4, 1612; G. Sagredo to Galileo in Florence. Venice, June 30, 1612; G. Sagredo to Galileo in Florence. Venice, May 9, 1613; G. Sagredo to Galileo in Florence. Venice, July 27, 1613
    Description / Table of Contents: G. Sagredo to Galileo in Florence. Venice, August 24, 1613
    Note: Includes bibliographical references (p. 299-313) and indexes
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  • 15
    ISBN: 9781441905611
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: 1
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
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    Keywords: Education ; Mathematics ; Science Study and teaching ; Mathematikunterricht ; Mathematisches Modell ; Fähigkeit
    Abstract: As we enter the 21st century, there is an urgent need for new approaches to mathematics education emphasizing its relevance in young learners' futures. Modeling Students' Mathematical Modeling Competencies explores the vital trend toward using real-world problems as a basis for teaching mathematics skills, competencies, and applications. Blending theoretical constructs and practical considerations, the book presents papers from the latest conference of the ICTMA, beginning with the basics (Why are models necessary? Where can we find them?) and moving through intricate concepts of how students perceive math, how instructors teach and how both can become better learners. Dispatches as varied as classroom case studies, analyses of math in engineering work, and an in-depth review of modeling-based curricula in the Netherlands illustrate modeling activities on the job, methods of overcoming math resistance, and the movement toward replicable models and lifelong engagement. A sampling of topics covered: How students recognize the usefulness of mathematics Creating the modeling-oriented classroom Assessing and evaluating students' modeling capabilities The relationship between modeling and problem-solving Instructor methods for developing their own models of modeling New technologies for modeling in the classroom Modeling Students' Mathematical Modeling Competencies offers welcome clarity and focus to the international research and professional community in mathematics, science, and engineering education, as well as those involved in the sciences of teaching and learning these subjects.
    Note: Includes bibliographical references , Electronic reproduction; Available via World Wide Web
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  • 16
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    Online Resource
    Dordrecht : Springer Science+Business Media B.V
    ISBN: 9781402052712
    Language: English
    Pages: Online-Ressource , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Series Statement: Contemporary Trends and Issues in Science Education 38
    DDC: 507.1
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    Keywords: Education ; Science Study and teaching ; Physikunterricht
    Abstract: In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher. The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.
    Description / Table of Contents: 138516_1_En_BookFrontmatter_OnlinePDF; 138516_1_En_1_Chapter_OnlinePDF; 138516_1_En_2_Chapter_OnlinePDF; 138516_1_En_3_Chapter_OnlinePDF; 138516_1_En_4_Chapter_OnlinePDF; 138516_1_En_5_Chapter_OnlinePDF; 138516_1_En_6_Chapter_OnlinePDF; 138516_1_En_7_Chapter_OnlinePDF; 138516_1_En_BookBackmatter_OnlinePDF;
    Note: Includes bibliographical references and index , Electronic reproduction; Available via World Wide Web
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  • 17
    ISBN: 9789048124039 , 9789048124022
    Language: English
    Pages: Online-Ressource (digital)
    Edition: 1
    Series Statement: Studies in History and Philosophy of Science 23
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Riggs, Peter J. Quantum causality
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    Keywords: Philosophy (General) ; Science Philosophy ; Quantum theory ; Philosophy ; Philosophy (General) ; Quantum theory ; Science Philosophy ; Quantenmechanik ; Kausalität ; Philosophie
    Abstract: This is a treatise devoted to the foundations of quantum physics and the role that causality plays in the microscopic world governed by the laws of quantum mechanics. There is no sharp dividing line between physics and philosophy of physics. This is especially true for quantum physics where debate on its interpretation and the status of the various entities postulated has raged in both the scientific and philosophical communities since the 1920s and continues to this day. Although it is readily granted that quantum mechanics produces some strange and counter-intuitive results, it is argued in Quantum Causality that quantum mechanics is not as weird as we might have been led to believe. The dominant theory of quantum mechanics is called Orthodox Quantum Theory (also known as the Copenhagen Interpretation). Orthodox Quantum Theory is a ‘theoretical tool’ for making predictions for the possible results of experiments on quantum systems and requires the intervention of an observer or an observer’s proxy (e.g. a measuring apparatus) in order to produce predictions. Orthodox Quantum Theory does away with the notion of causality and denies the existence of an underlying quantum realm. The Causal Theory is not well known within the physics community and many physicists who do know of it are generally dismissive in their attitudes. This is a historical legacy inherited by the majority of the physics community from the most influential founders of quantum mechanics, Niels Bohr and Werner Heisenberg. They both denied the independent existence of a quantum level of reality and declared that causality does not apply to quantum events. Quantum Causality shows that the Causal Theory of Quantum Mechanics is a viable physical theory that provides realistic explanations for quantum phenomena. Much of what is argued for in this book will be controversial but, at the very least, these arguments will likely engender some lively debate on the various issues raised.
    Description / Table of Contents: General Introduction; Preliminaries; The Causal Theory of Quantum Mechanics; Energy and the Wave Field; Energy-Momentum Transfer and the Quantum Potential; The Exclusion Principle
    Note: Includes bibliographical references and index
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  • 18
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    Berlin, Heidelberg : Springer Berlin Heidelberg
    ISBN: 9783540851981
    Language: English
    Pages: Online-Ressource (digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Recasting reality
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    Keywords: Philosophy (General) ; Science Philosophy ; Evolution (Biology) ; Logic, Symbolic and mathematical ; Physics ; Philosophy ; Pauli, Wolfgang 1900-1958 ; Naturphilosophie ; Pauli, Wolfgang 1900-1958 ; Naturphilosophie
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  • 19
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    Online Resource
    Dordrecht : Springer Netherlands
    ISBN: 9781402082375
    Language: English
    Pages: Online-Ressource (X, 217 p, digital)
    Series Statement: Boston Studies in the Philosophy of Science 258
    Series Statement: SpringerLink
    Series Statement: Bücher
    Series Statement: Springer eBook Collection
    Series Statement: Humanities, Social Science and Law
    Parallel Title: Buchausg. u.d.T. Futch, Michael J. Leibniz's metaphysics of time and space
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    Keywords: Philosophy (General) ; Science History ; Metaphysics ; Philosophy, modern ; Science Philosophy ; Philosophy ; Leibniz, Gottfried Wilhelm 1646-1716 ; Metaphysik ; Raum ; Zeit
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  • 20
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    Online Resource
    Berlin, Heidelberg : Springer-Verlag Berlin Heidelberg
    ISBN: 9783540283034
    Language: English
    Pages: Online-Ressource (XII, 376 p, digital)
    Series Statement: SpringerLink
    Series Statement: Bücher
    Parallel Title: Buchausg. u.d.T. Mittelstaedt, Peter, 1929 - 2014 Laws of nature
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    Keywords: Philosophy (General) ; Science Philosophy ; Logic, Symbolic and mathematical ; Quantum theory ; Mathematics ; Philosophy ; Philosophy (General) ; Science Philosophy ; Logic, Symbolic and mathematical ; Quantum theory ; Mathematics ; Naturgesetz ; Naturgesetz
    Abstract: The book is concerned with the laws of nature and in particular with the laws of physics. The authors discuss three important questions: First, whether the observed regularities are based on strict 'laws of nature' that hold rigorously and without any exception. Second, what we call a 'law of nature' is studied by comparing this concept with invariance principles, causality principles, teleological principles and means of predicting future events. Finally, on the basis of these investigations the authors treat the ambitious and intricate third question, why the laws of nature hold. Are there rational reasons for this largely unexplained phenomenon? This book addresses students as well as researchers. It will be an excellent reference for those interested in the philosophical foundations of the natural sciences.
    Description / Table of Contents: Introduction; Are there Laws of Nature at All?; Can the Laws of Nature be Genuine Laws?; Are the Laws of Logic Laws of Nature?; Are the Laws of Mathematics Laws of Nature?; Does Every Law of Nature Express an Invariance (Symmetry)?; Is Every Law of Nature Spacetime Invariant?; Dynamical and Statistical Laws; Laws, Boundary Conditions, and Constants of Nature; Causality and Predictability; Laws and Objects; Completeness and Reliability; Statistical Laws; Quantum Logic
    Note: Includes bibliographical references and index
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  • 21
    ISBN: 9781402035265
    Language: English
    Pages: Online-Ressource (VII, 542 S.) , v.: digital
    Edition: Online-Ausg. Springer eBook Collection. Humanities, Social Science and Law Electronic reproduction; Available via World Wide Web
    Parallel Title: Druckausg. Matthews, Michael R., 1948 - The Pendulum
    DDC: 507.1
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    Keywords: Education ; Mathematics ; Science Study and teaching ; Teachers Training of ; Mechanics ; Physics History ; Pendel
    Abstract: The pendulum is a universal topic in primary and secondary schools, but its full potential for learning about physics, the nature of science, and the relationships between science, mathematics, technology, society and culture is seldom realised. Contributions to this 32-chapter anthology deal with the science, history, methodology and pedagogy of pendulum motion. There is ample material for the richer and more cross-disciplinary treatment of the pendulum from elementary school to high school, and through to advanced university classes. Scientists will value the studies on the physics of the pendulum, historians will appreciate the detailed treatment of Galileo, Huygens, Newton and Foucault's pendulum investigations, psychologists and educators will learn from the papers on Piaget, teachers will welcome the many contributions to pendulum pedagogy. All readers will come away with a new awareness of the importance of the pendulum in the foundation and development of modern science, and for its centrality in so many facets of society and culture.
    Description / Table of Contents: The Pendulum: Its Place in Science, Culture and Pedagogy; The Pendulum in the 21st Century-Relic or Trendsetter; The Pendulum: A Paradigm for the Linear Oscillator; Introduction to the Treatment of Non-Linear Effects Using a Gravitational Pendulum; Experimental Control of Simple Pendulum Model; Soup-can Pendulum; What Makes the Foucault Pendulum Move among the Stars?; Galileo and the Pendulum: Latching on to Time; The Treatment of Cycloidal Pendulum Motion in Newton's Principia; Pendulums, Pedagogy, and Matter: Lessons from the Editing of Newton's Principia
    Description / Table of Contents: The Treatment of the Motion of a Simple Pendulum in Some Early 18th Century Newtonian TextbooksNewton's Path to Universal Gravitation: The Role of the Pendulum; Léon Foucault: His Life, Times and Achievements; The Pendulum: From Constrained Fall to the Concept of Potential; Idealisation and Galileo's Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations; Pendula, Models, Constructivism and Reality; The Poet and the Pendulum; Methodology and Politics: A Proposal to Teach the Structuring Ideas of the Philosophy of Science through the Pendulum
    Description / Table of Contents: Degree of Influence on Perception of Belief and Social Setting: Its Relevance to Understanding Pendulum MotionPiaget and the Pendulum; What the Pendulum Can Tell Educators about Children's Scientific Reasoning; Pendulum Phenomena and the Assessment of Scientific Inquiry Capabilities; Roles of Abductive Reasoning and Prior Belief in Children's Generation of Hypotheses about Pendulum Motion; Types of Two-Dimensional Pendulums and Their Uses in Education; The Pendulum as a Vehicle for Transitioning from Classical to Quantum Physics: History, Quantum Concepts, and Educational Challenges
    Description / Table of Contents: Analyzing Dynamic Pendulum Motion in an Interactive Online Environment Using FlashPendulum Activities in the Israeli Physics Curriculum: Used and Missed Opportunities; The Pendulum as Presented in School Science Textbooks of Greece and Cyprus; The Public Understanding of Pendulum Motion: From 5 to 88 Years Old; Using Excel to Simulate Pendulum Motion and Maybe Understand Calculus a Little Better; Teaching Cultural History from Primary Events; Pendulums in The Physics Education Literature: A Bibliography
    Note: Includes bibliographical references and indexes , Partly reprinted from Science & Education Vol 13, nos. 4-5 and 7-8 , Electronic reproduction; Available via World Wide Web
    URL: Volltext  (lizenzpflichtig)
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    Online Resource
    Online Resource
    Dordrecht : Imprint: Springer | Dordrecht : Springer Netherlands
    ISBN: 9780306475603
    Language: English
    Pages: 1 Online-Ressource(XVI, 279 p.)
    Edition: 1st ed. 2002.
    Series Statement: Innovations in Science Education and Technology 14
    Parallel Title: Erscheint auch als
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    Keywords: Assessment. ; Science education. ; School management and organization. ; School administration. ; Educational tests and measurements. ; Science—Study and teaching. ; Education ; Science Study and teaching ; Educational tests and measurements ; USA ; Technische Bildung
    Abstract: What Does the Future Have in Store for the Evaluation of Science and Technology Education? -- What Role Should TIMSS Play in the Evaluation of U.S. Science Education? -- Evaluating Systemic Reform -- Musings on Science Program Evaluation in an Era of Educational Accountability -- Assessment Reform -- Evaluation of Information Technology -- Complementary Approaches to Evaluating Technology in Science Teacher Education -- Evaluation of Science Teaching Performance through Coteaching and Cogenerative Dialoguing -- Evaluating Science Inquiry -- Distance Learning in Science Education.
    Abstract: "James Altschuld, David Kumar, and their chapter authors have produced an upbeat, provocative, visionary, and useful volume on educational evaluation. Of special utility is its grounding in issues and practices relating to evaluations of science and technology education. The book should appeal and be useful to a wide range of persons involved in evaluations of educational policy, programs, and (less so) science teachers. These persons include science and technology education experts, educational policymakers, officials of the National Science Foundation, school administrators, classroom teachers, evaluation instructors, evaluation methodologists, practicing evaluators, and test developers, among others. Contents reflecting international studies of curriculum, evaluation of distance education, and evaluation of technology utilization in Australian schools, as well as evaluations in America should make the book appealing to an international audience. Moreover, it provides a global perspective for assessing and strengthening educational evaluation in the US." Daniel L. Stufflebeam, Professor of Education and Director of the Evaluation Center, Western Michigan University For contents, contributors and a free preview: www.new-in-education.com.
    Description / Table of Contents: ""Contents""
    Note: Includes bibliographical references and index
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  • 23
    Book
    Book
    Oxford [u.a.] : Oxford University Press
    ISBN: 0198700555 , 9780198700555
    Language: English
    Pages: VIII, 314 S , graph. Darst , 24 cm
    Edition: 4. ed.
    DDC: 501
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    Keywords: Science Philosophy ; Science ; Philosophy ; History ; Wissenschaftstheorie ; Geschichte
    Note: Hier auch später erschienene, unveränderte Nachdrucke , Includes index. - Bibliography. - Previous ed.: 1996
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  • 24
    Book
    Book
    New York [u.a.] : Oxford Univ. Press
    ISBN: 0195108639 , 0195108647
    Language: English
    Pages: XIV, 434 S. , Ill.
    Parallel Title: Online-Ausg. Salmon, Wesley C., 1925 - 2001 Causality and explanation
    DDC: 122
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    Keywords: Science Philosophy ; Science Methodology ; Causality (Physics) ; Explanation ; Causation ; Explanation ; Aufsatzsammlung ; Naturwissenschaften ; Kausalität ; Erklärung ; Naturwissenschaften ; Philosophie ; Wissenschaftstheorie ; Kausalität
    Note: Bibliography
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  • 25
    Book
    Book
    Chicago, Ill. [u.a.] : University of Chicago Press
    ISBN: 9780226458083 , 0226458075 , 0226458083
    Language: English
    Pages: XIV, 212 S , 22 cm
    Edition: 3. ed.
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    Keywords: Science Philosophy ; Science History ; Science history ; Philosophy history ; Naturwissenschaften ; Paradigma ; Wissenschaftliche Revolution ; Wissenschaftliche Revolution ; Paradigma ; Naturwissenschaften
    Description / Table of Contents: Introduction: a role for history -- The route to normal science -- The nature of normal science -- Normal science as puzzle-solving -- The priority of paradigms -- Anomaly and the emergence of scientific discoveries -- Crisis and the emergence of scientific theories -- The response to crisis -- The nature and necessity of scientific revolutions -- Revolutions as changes of world view -- The invisibility of revolutions -- The resolutions of revolutions -- Progress through revolutions.
    Note: Includes index
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