rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Multiple Representations in Physics Education
  name:
    name part: Treagust, David F.
    role:
      role term: editor.
  name:
    name part: Duit, Reinders.
    role:
      role term: editor.
  name:
    name part: Fischer, Hans E.
    role:
      role term: editor.
  name:
    name part: SpringerLink (Online service)
  type of resource: text
  origin info:
    place:
      place term: gw
    date issued: 2017
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: electronic resource
    reformatting quality: access
    form: remote
    extent: XI, 322 p. 94 illus. online resource.
  abstract: This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementation of representations should consider design principles for using multiple representations. Investigations regarding their effect on classroom communication as well as on the learning results in all levels of schooling and for different topics of physics are reported. The book is intended for physics educators and their students at universities and for physics teachers in schools to apply multiple representations in physics in a productive way.
  table of contents: Chapter 1 Multiple Representations in Physics And Science Education – Why Should we Use Them? Maria Opfermann, Annett Schmeck and Hans E. Fischer -- Section A. Multiple Representations: Focus on Models and Analogies, Reinders Duit -- Chapter 2 Teaching and Learning Representations in Upper Secondary Physics, Per Morten Kind, Carl Angell, Øystein Guttersrud -- Chapter 3 Integrating Computational Artifacts into the Multi-Representational Toolkit of Physics Education, Brian E. Gravel, Michelle H. Wilkerson -- Chapter 4 Evaluating Multiple Analogical Representations from Students' Perceptions, Jing-Wen Lin, Mei-Hung Chiu -- Section B Multiple Representations: Focus on Multiple Modes, Hans Fischer -- Chapter 5 Social Semiotics in University Physics Education, John Airey, Cedric Linder -- Chapter 6 Learning Optics with Multiple Representations: Not as Simple as Expected, Yen-Ruey Kuo, Mihye Won, Marjan Zadnik, Salim Siddiqui, David Treagust -- Chapter 7 Enacting a Representation Construction Approach to Teaching And Learning Astronomy, Peter Hubber, Russell Tytler -- Chapter 8 Learning about Forces using Representations, Pasi Nieminen, Antti Savinainen, Jouni Viiri -- Chapter 9 The Conceptual elements of Multiple Representations: A Study of Textbooks’ Representations of Electric Current, Chee Leong Wong, Hye-Eun Chu -- Section 3: Multiple Representations: Focus on Reasoning and Representational Competence, David Treagust -- Chapter 10 Representational Competence, Understanding of Experiments, Phenomena and Basic Concepts in Geometrical Optics: A Representational Approach, Andreas Müller, Rosa Hettmannsperger, Jochen Scheid, Wolfgang Schnotz -- Chapter 11 Understanding and Promoting Effective Use of Representations in Physics Learning, Pat Kohl, Noah Finkelstein -- Chapter 12 The Role of Representations in Students’ Explanations of Four Phenomena in Physics : Dynamics, thermal physics and electromagnetic induction and superposition, Jennifer Yeo, John K. Gilbert -- Chapter…
  note: edited by David F. Treagust, Reinders Duit, Hans E. Fischer.
  subject:
    topic: Education
  subject:
    topic: Science education
  subject:
    topic: Teaching
  subject:
    topic: Higher education
  subject:
    topic: Education
  subject:
    topic: Science Education
  subject:
    topic: Higher Education
  subject:
    topic: Teaching and Teacher Education
  subject:
    topic: Study and Learning Skills
  subject:
    topic: Learning & Instruction
  classification: LC8-6691
  classification: 507.1
  related item:
    title info:
      title: Springer eBooks
  related item:
    title info:
      title: Models and Modeling in Science Education, 10
  identifier: 9783319589145
  identifier: http://dx.doi.org/10.1007/978-3-319-58914-5
  record info:
    record creation date: 170725
    record change date: 20170725092740.0
    record identifier: 978-3-319-58914-5