| Description |
viii, 127 pages : illustrations ; 24 cm. |
| Series |
Ways of knowing in science series |
|
Ways of knowing in science series.
|
| Bibliography |
Includes bibliographical references (pages 109-117) and index. |
| Contents |
How children and adults use the intuitive rule "more A-more B" -- Learning about the intuitive rule "same A-same B" -- The nature of the intuitive rule "everything can be divided" -- Toward a theory of intuitive rules -- Using knowledge about intuitive rules: education implications. |
| Summary |
In this groundbreaking volume, the authors identify three "intuitive rules" and demonstrate how these rules can be used to interpret important misconceptions many students have about science and math. By showing how learners react in similar ways to scientifically unrelated situations, the authors make a strong case for a theoretical framework that can explain these inconsistencies and predict students' responses to scientific and mathematical tasks. Provided are useful teaching strategies, grounded in this framework, that may be used to strengthen students' abilities to understand scientific and mathematics content. |
| Subject |
Science -- Study and teaching.
|
|
Mathematics -- Study and teaching.
|
|
Cognitive learning.
|
|
Science -- education.
|
|
Mathematics -- education.
|
|
Cognitive learning. (OCoLC)fst00866532
|
|
Mathematics -- Study and teaching. (OCoLC)fst01012236
|
|
Science -- Study and teaching. (OCoLC)fst01108387
|
| Added Author |
Tirosh, Dina.
|
| Added Title |
How students misunderstand science and mathematics |
| ISBN |
0807739596 (cloth ; alk. paper) |
|
9780807739594 (cloth ; alk. paper) |
|
0807739588 (pbk. ; alk. paper) |
|
9780807739587 (pbk. ; alk. paper) |
|
