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Philosophy of science, cognitive psychology, and educational theory and practice

Record Type:	Electronic resources : Monograph/item
Title/Author:	Philosophy of science, cognitive psychology, and educational theory and practice/ Richard A. Duschl and Richard J. Hamilton, editors.
other author:	Duschl, Richard A.
Published:	Albany :State University of New York Press, : c1992.,
Description:	xi, 287 p. :ill. ;24 cm.
Series:	SUNY series in science education
[NT 15003449]:	Introduction : viewing the domain of science education / Richard A. Duschl and Richard J. Hamilton -- Psychology and epistemology : match or mismatch when applied to science education?/ Richard A. Duschl, Richard J. Hamilton and Richard E. Grandy -- Constructing and instructing : the role of "abstraction techniques" in creating and learning physics / Nancy Nersessian -- Newton, Descartes, and explanatory coherence/ Greg Nowak and Paul Thagard -- Piaget's genetic epistemology : epistemological implications for science education / Richard Kitchener -- A revisionist theory of conceptual change/ Kenneth A. Strike and George J. Posner -- Contexts of meaning and conceptual integration : how children understand and learn / Jeffrey W. Bloom.
[NT 15003449]:	Practical reasoning in the production of scientific knowledge / Stephen P. Norris -- Knowledge and thought : mental models that support scientific reasoning/ Richard E. Mayer -- Anchored instruction in science and mathematics : theoretical basis, developmental projects, and initial research findings / The Cognition and Technology Group at Vanderbilt University.
Subject:	Cognition in children - United States. -
Online resource:	https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=7340An electronic book accessible through the World Wide Web; click for information
ISBN:	0585063346 (electronic bk.)

Philosophy of science, cognitive psychology, and educational theory and practice
Philosophy of science, cognitive psychology, and educational theory and practice[electronic resource] /Richard A. Duschl and Richard J. Hamilton, editors. - Albany :State University of New York Press,c1992. - xi, 287 p. :ill. ;24 cm. - SUNY series in science education.

Includes bibliographical references and index.

Introduction : viewing the domain of science education / Richard A. Duschl and Richard J. Hamilton -- Psychology and epistemology : match or mismatch when applied to science education?/ Richard A. Duschl, Richard J. Hamilton and Richard E. Grandy -- Constructing and instructing : the role of "abstraction techniques" in creating and learning physics / Nancy Nersessian -- Newton, Descartes, and explanatory coherence/ Greg Nowak and Paul Thagard -- Piaget's genetic epistemology : epistemological implications for science education / Richard Kitchener -- A revisionist theory of conceptual change/ Kenneth A. Strike and George J. Posner -- Contexts of meaning and conceptual integration : how children understand and learn / Jeffrey W. Bloom.

Electronic reproduction.
Boulder, Colo. :
NetLibrary,
1999.

Available via the World Wide Web.

ISBN: 0585063346 (electronic bk.)Subjects--Topical Terms:

542142
Cognition in children
--United States.Index Terms--Genre/Form:

542853
Electronic books.

LC Class. No.: LB1585.3 / .P47 1992eb

Dewey Class. No.: 372.3/5044

Philosophy of science, cognitive psychology, and educational theory and practice
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050 1 4 $a LB1585.3 $b .P47 1992eb
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245 0 0 $a Philosophy of science, cognitive psychology, and educational theory and practice $h [electronic resource] / $c Richard A. Duschl and Richard J. Hamilton, editors.
260 $a Albany : $c c1992. $b State University of New York Press,
300 $a xi, 287 p. : $b ill. ; $c 24 cm.
440 0 $a SUNY series in science education
504 $a Includes bibliographical references and index.
505 0 $a Introduction : viewing the domain of science education / Richard A. Duschl and Richard J. Hamilton -- Psychology and epistemology : match or mismatch when applied to science education?/ Richard A. Duschl, Richard J. Hamilton and Richard E. Grandy -- Constructing and instructing : the role of "abstraction techniques" in creating and learning physics / Nancy Nersessian -- Newton, Descartes, and explanatory coherence/ Greg Nowak and Paul Thagard -- Piaget's genetic epistemology : epistemological implications for science education / Richard Kitchener -- A revisionist theory of conceptual change/ Kenneth A. Strike and George J. Posner -- Contexts of meaning and conceptual integration : how children understand and learn / Jeffrey W. Bloom.
505 0 $a Practical reasoning in the production of scientific knowledge / Stephen P. Norris -- Knowledge and thought : mental models that support scientific reasoning/ Richard E. Mayer -- Anchored instruction in science and mathematics : theoretical basis, developmental projects, and initial research findings / The Cognition and Technology Group at Vanderbilt University.
533 $a Electronic reproduction. $b Boulder, Colo. : $c NetLibrary, $d 1999. $n Available via the World Wide Web. $n Available in multiple electronic file formats. $n Access may be limited to NetLibrary affiliated libraries.
650 $a Cognition in children $z United States. $3 542142
650 $a Education $z United States $x Philosophy. $3 530826
650 $a Science $x Study and teaching (Elementary) $z United States. $3 524964
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650 $a Science $z United States $x Philosophy. $3 559933
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700 $a Hamilton, Richard J., $d 1952- $3 544641
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856 4 $3 Bibliographic record display $u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=7340 $z An electronic book accessible through the World Wide Web; click for information
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