Buch, Englisch, 312 Seiten, Format (B × H): 173 mm x 244 mm, Gewicht: 744 g
Case Studies in Physical Reasoning
Buch, Englisch, 312 Seiten, Format (B × H): 173 mm x 244 mm, Gewicht: 744 g
Reihe: Advances in Learning and Instruction
ISBN: 978-0-08-043454-4
Verlag: Emerald Group Publishing
Published as part of the Advances in Learning and Instruction series, Modelling Changes in Understanding brings together Psychologists, Science Educators and Computer Scientists to describe and explain how we develop an understanding of the physical world around us. The contributors examine how changes in our understanding and consequent learning can be modelled using computer software.
Focussing on the discipline of Physics, this volume discusses the following topics: the difference in the organisation of knowledge between experts and novices; the construction of accurate models of the learner at different stages in the knowledge acquisition process; computer models which claim to answer questions and accumulate understanding in a similar way to human beings.
Autoren/Hrsg.
Fachgebiete
- Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Wirtschafts- und Sozialwissenschaften
- Mathematik | Informatik EDV | Informatik Professionelle Anwendung Computersimulation & Modelle, 3-D Graphik
- Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie Intelligenz, Denken, Problemlösen
Weitere Infos & Material
Acknowledgment. Contributors. Preface. General Overview (D. Kayser et al.). Introductory Remarks: three phases in the development of a new paradigm (K. VanLehn). Changes in categorization as a function of expertise and context in elementary mechanics (M.T. Bajo et al.). Conceptualising mental representations of mechanics: a method to investigate representational change (G.C. van der Veer et al.). Modelling elementary school students' solution of mechanics problems (S. Vosniadou et al.). Conceptual change as a logical theory revision process: a machine learning perspective (F. Esposito et al.). Conceptual change in the explanations of phenomena in astronomy (K. Morik, M. Mühlenbrock). Modelling conceptual change: representational issues (F. Neri et al.). Teaching the energy concept with the machine learning system APT (C. Nédellec, A. Tiberghien). Using dialogue analysis to capture teachers/student interactions that promote changes in understanding (G. Sabah et al.).
