000 03530nam a22005535i 4500
001 978-3-030-43773-2
003 DE-He213
005 20210226074919.0
007 cr nn 008mamaa
008 200713s2020 gw | s |||| 0|eng d
020 _a9783030437732
024 7 _a10.1007/978-3-030-43773-2
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
_2thema
082 0 4 _a507.1
_223
100 1 _aViennot, Laurence.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aDeveloping Critical Thinking in Physics
_h[electronic resource] :
_bThe Apprenticeship of Critique /
_cby Laurence Viennot, Nicolas Décamp.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aVII, 142 p. 55 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContributions from Science Education Research,
_x2213-3623 ;
_v7
505 0 _aChapter 1. Why critique ? Why physics? -- Chapter 2. Main reasons to call a text into question -- Chapter 3. Risk factors -- Chapter 4. Benefits and limits of a classification -- Chapter 5. Conceptual mastery and critical attitude: complex links -- Chapter 6. Activating criticism without delay -- Chapter 7. An education in critical analysis -- Chapter 8. Critique: a prelude to deeper comprehension -- Appendices A, B, C, D, E, F, G, H, I, J. .
520 _aThis book promotes the effective implementation and development of critical analysis in physics. It focuses on explanatory texts concerning subjects typically dealt with in secondary or higher education and addressed in an academic or popular context. It highlights the general difficulties and obstacles inherent in teaching physics and shows how some tools can help to combine successful criticism and better understanding. The book examines the main reasons to call a text into question and looks at risk factors such as simplifications, story-like explanations and visual analogies. It takes inventory of the benefits and limits of critical analysis and discusses the complex links between conceptual mastery and critical attitude. The book ends by offering tools to activate critical thinking and ways for educators to guide students towards productive critical analysis.
650 0 _aScience education.
650 0 _aTeaching.
650 0 _aCritical Thinking.
650 1 4 _aScience Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O27000
650 2 4 _aTeaching and Teacher Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O31000
650 2 4 _aCritical Thinking.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O53030
700 1 _aDécamp, Nicolas.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030437725
776 0 8 _iPrinted edition:
_z9783030437749
776 0 8 _iPrinted edition:
_z9783030437756
830 0 _aContributions from Science Education Research,
_x2213-3623 ;
_v7
856 4 0 _uhttps://doi.org/10.1007/978-3-030-43773-2
942 _2ddc
_cEBOOK
999 _c102116
_d102116