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The role of communication in learning to model /
In this volume, a number of experts from various disciplines take a look at three strands in learning to model. They examine the activity of modelling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved.
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Mahwah, N.J. :
L. Erlbaum Associates,
2002.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 4 | |a The role of communication in learning to model / |c edited by Paul Brna [and others]. |
| 260 | |a Mahwah, N.J. : |b L. Erlbaum Associates, |c 2002. | ||
| 300 | |a 1 online resource (xiv, 337 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 347 | |a text file | ||
| 504 | |a Includes bibliographical references and indexes. | ||
| 520 | |a In this volume, a number of experts from various disciplines take a look at three strands in learning to model. They examine the activity of modelling from disparate theoretical standpoints, taking into account the individual situation of the individuals involved. | ||
| 505 | 0 | |a Book Cover; Title; Copyright; Contents; List of Contributors; Preface; Acknowledgments; I: Coordinating Representations; Chapter 1: Coordinating Mathematical With Biological Multiplication: Conceptual Learning as the Development of Heterogeneous Reasoning Systems; Chapter 2: Modeling in Teaching and Learning Elementary Physics; Chapter 3: Conceptualizing and Constructing Linked Models: Creating Coherence in Complex Knowledge Systems; II: Provoking More Effective Modeling; Chapter 4: Construction and Abstraction: Contrasting Methods of Supporting Model Building in Learning Science. | |
| 588 | 0 | |a Print version record. | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Communication in education. | |
| 650 | 0 | |a Education |x Simulation methods. | |
| 650 | 0 | |a Models and modelmaking. | |
| 650 | 6 | |a Communication en éducation. | |
| 650 | 6 | |a Éducation |x Méthodes de simulation. | |
| 650 | 6 | |a Modèles réduits. | |
| 650 | 7 | |a models (representations) |2 aat | |
| 650 | 7 | |a EDUCATION |x Teaching Methods & Materials |x General. |2 bisacsh | |
| 650 | 7 | |a Communication in education. |2 fast |0 (OCoLC)fst00870133 | |
| 650 | 7 | |a Education |x Simulation methods. |2 fast |0 (OCoLC)fst00902772 | |
| 650 | 7 | |a Models and modelmaking. |2 fast |0 (OCoLC)fst01024392 | |
| 700 | 1 | |a Brna, Paul. | |
| 776 | 0 | 8 | |i Print version: |t Role of communication in learning to model. |d Mahwah, N.J. : L. Erlbaum Associates, 2002 |z 0805840648 |w (DLC) 2001053242 |w (OCoLC)47927767 |
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