亵渎
发表于 2025-3-23 12:07:01
Science and Education: Notions of Reality, Theory and Modelnt of ideas in science. The treatment of the reality/theory/model relationship given in this Chapter, which is of importance in its own right, is set within the second of these two reasons because it subsumes the first.
返老还童
发表于 2025-3-23 14:42:43
Mathematical Models in Scienceematician. Pythagoras and Euclid also worked, apparently seamlessly, in the sciences. Euclid systematised geometry axiomatically but also treated optics as part of geometry. Pythagoras’ analysis of sound, which remains unaltered today, was at one with his theories of numbers and of astronomy.
延期
发表于 2025-3-23 18:47:27
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foppish
发表于 2025-3-24 00:41:08
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繁荣中国
发表于 2025-3-24 02:37:58
Sen-itiroh Hakomori,Kazuko Handagy, innovation. The purpose of modelling, both in industrial and educational settings, and creativity are subsequently explored, and the chapter finishes with a discussion and issues for future research investigation.
Living-Will
发表于 2025-3-24 07:48:00
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magenta
发表于 2025-3-24 13:19:33
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Formidable
发表于 2025-3-24 16:17:40
Positioning Models in Science Education and in Design and Technology Educationas is practicable. Modelling and models are common to both, thus providing a potential bridge between science education and technology education. The basic terminology of modelling and models used throughout this book is presented.
BOLUS
发表于 2025-3-24 22:48:00
Constructing a Typology of Models for Science Educationhe heart and the lunar eclipse. We conclude with a discussion of the utility of this typology for supporting research in model-based teaching and learning and its link to the study of the parts of models found in Chapter 6.
出处
发表于 2025-3-25 02:50:29
Investigating the Role of Representations and Expressed Models in Building Mental Modelsresentations, illustrates it using particular models of the human heart and the lunar eclipse, and describes how they function in model-based learning. We focus on what aspects of the phenomenon are represented and how the particular features of the representations facilitate or hinder the learner’s mental model-building.