Conceptual Integrated Science

Author: Paul G Hewitt
Publisher: Pearson Higher Ed
ISBN: 1292036265
Category : Science
Languages : en
Pages : 983

Book Description
This best-selling introduction to the physical and life sciences emphasises concepts over computation and treats equations as a guide to thinking so the reader can connect ideas. Conceptual Integrated Science covers physics, chemistry, earth science, astronomy, and biology at a level appropriate for non-science students. The conceptual approach relates science to everyday life, is personal and direct, de-emphasises jargon, and emphasises central ideas. The conceptual ideas serve as the foundation supporting and integrating all the sciences. The full text downloaded to your computer With eBooks you can: search for key concepts, words and phrases make highlights and notes as you study share your notes with friends eBooks are downloaded to your computer and accessible either offline through the Bookshelf (available as a free download), available online and also via the iPad and Android apps. Upon purchase, you'll gain instant access to this eBook. Time limit The eBooks products do not have an expiry date. You will continue to access your digital ebook products whilst you have your Bookshelf installed.

Conceptual Physical Science

Author: Paul G. Hewitt
Publisher: Addison Wesley Longman
ISBN: 9780321753342
Category : Physical sciences
Languages : en
Pages : 0

Book Description
Conceptual Physical Science, Fifth Edition, takes learning physical science to a new level by combining Hewitt's leading conceptual approach with a friendly writing style, strong integration of the sciences, more quantitative coverage, and a wealth of media resources to help professors in class, and students out of class. It provides a conceptual overview of basic, essential topics in physics, chemistry, earth science, and astronomy with optional quantitative coverage.

Integrated Science

Author: Nima Rezaei
Publisher: Springer Nature
ISBN: 3030652734
Category : Medical
Languages : en
Pages : 495

Book Description
Integrated Science: Science without Borders” is the first volume of the INTEGRATED SCIENCE Book series, aiming to publish the results of the most updated ideas and reviews in transdisciplinary fields and to highlight the integration of discrete disciplines, including formal sciences, physical-chemical sciences and engineering, biological sciences, medical sciences, and social sciences. This volume primarily focuses on the research involving the integration of two or more academic fields offering an innovative, borderless view, which is one of the main focuses of the Universal Scientific Education and Research Network (USERN). The whole world is suffering from complex problems; these are borderless problems; thus, a borderless solution could merely solve such complex issues. Transdisciplinarity is a domain, that researchers work jointly, using a shared conceptual framework, drawing together disciplinary-specific theories, concepts, and approaches to address common problems. Lack of confidence, lack of expertise, complexities of healthcare, the confusing nature of healthcare environments, and lack of organization and standardization are the obstacles of successful scientific communication. Consequently, this book provides an overview of the essential elements of transdisciplinary studies and integrated science. The unique aspect of this book -privileging it from other books- is covering all aspects of science as harmonies of a single symphony.

A Framework for K-12 Science Education

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400

Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

Creating Scientific Concepts

Author: Nancy J Nersessian
Publisher: MIT Press
ISBN: 0262293455
Category : Medical
Languages : en
Pages : 267

Book Description
An account that analyzes the dynamic reasoning processes implicated in a fundamental problem of creativity in science: how does genuine novelty emerge from existing representations? How do novel scientific concepts arise? In Creating Scientific Concepts, Nancy Nersessian seeks to answer this central but virtually unasked question in the problem of conceptual change. She argues that the popular image of novel concepts and profound insight bursting forth in a blinding flash of inspiration is mistaken. Instead, novel concepts are shown to arise out of the interplay of three factors: an attempt to solve specific problems; the use of conceptual, analytical, and material resources provided by the cognitive-social-cultural context of the problem; and dynamic processes of reasoning that extend ordinary cognition. Focusing on the third factor, Nersessian draws on cognitive science research and historical accounts of scientific practices to show how scientific and ordinary cognition lie on a continuum, and how problem-solving practices in one illuminate practices in the other. Her investigations of scientific practices show conceptual change as deriving from the use of analogies, imagistic representations, and thought experiments, integrated with experimental investigations and mathematical analyses. She presents a view of constructed models as hybrid objects, serving as intermediaries between targets and analogical sources in bootstrapping processes. Extending these results, she argues that these complex cognitive operations and structures are not mere aids to discovery, but that together they constitute a powerful form of reasoning—model-based reasoning—that generates novelty. This new approach to mental modeling and analogy, together with Nersessian's cognitive-historical approach, make Creating Scientific Concepts equally valuable to cognitive science and philosophy of science.

Kids Eye View of Science

Author: Susan Kovalik
Publisher: Corwin Press
ISBN: 1412990912
Category : Education
Languages : en
Pages : 313

Book Description
Examines learning science from multiple perspectives, including the child's perspective; guides readers through the steps of igniting students' natural sense of wonder, incorporating brain research, integrating science concepts with other subjects, and applying science to daily life; demonstrates how to teach science conceptually through the lens of "big ideas" such as change, interdependence, and adaptation.

The Big Book of Concepts

Author: Gregory Murphy
Publisher: MIT Press
ISBN: 9780262250061
Category : Psychology
Languages : en
Pages : 574

Book Description
Concepts embody our knowledge of the kinds of things there are in the world. Tying our past experiences to our present interactions with the environment, they enable us to recognize and understand new objects and events. Concepts are also relevant to understanding domains such as social situations, personality types, and even artistic styles. Yet like other phenomenologically simple cognitive processes such as walking or understanding speech, concept formation and use are maddeningly complex. Research since the 1970s and the decline of the "classical view" of concepts have greatly illuminated the psychology of concepts. But persistent theoretical disputes have sometimes obscured this progress. The Big Book of Concepts goes beyond those disputes to reveal the advances that have been made, focusing on the major empirical discoveries. By reviewing and evaluating research on diverse topics such as category learning, word meaning, conceptual development in infants and children, and the basic level of categorization, the book develops a much broader range of criteria than is usual for evaluating theories of concepts.

Conceptual Chemistry

Author: John Suchocki
Publisher: Benjamin-Cummings Publishing Company
ISBN: 9780805382211
Category : Science
Languages : en
Pages : 0

Book Description
"Conceptual Chemistry, " Third Edition features more applied material and an expanded quantitative approach to help readers understand how chemistry is related to their everyday lives. Building on the clear, friendly writing style and superior art program that has made "Conceptual Chemistry" a market-leading text, the Third Edition links chemistry to the real world and ensures that readers master the problem-solving skills they need to solve chemical equations. Chemistry Is A Science, Elements of Chemistry, Discovering the Atom and Subatomic Particles, The Atomic Nucleus, Atomic Models, Chemical Bonding and Molecular Shapes, Molecular Mixing, Those, Incredible Water Molecules, An Overview of Chemical Reactions, Acids and Bases, Oxidations and Reductions, Organic Chemistry, Chemicals of Life, The Chemistry of Drugs, Optimizing Food Production, Fresh Water Resources, Air Resources, Material Resources, Energy Resources For readers interested in how chemistry is related to their everyday lives.

Integrated Science

Author: Bill W. Tillery
Publisher:
ISBN: 9780071218399
Category : Science
Languages : en
Pages : 736

Book Description
This work provides an introduction to the behaviour of matter and energy in living and non-living systems for non-science majors who have to complete one or more science course as part of a general studies requirement. It gives students the opportunity to learn reasoning skills.

Modelling Learners and Learning in Science Education

Author: Keith S. Taber
Publisher: Springer Science & Business Media
ISBN: 9400776489
Category : Science
Languages : en
Pages : 371

Book Description
This book sets out the necessary processes and challenges involved in modeling student thinking, understanding and learning. The chapters look at the centrality of models for knowledge claims in science education and explore the modeling of mental processes, knowledge, cognitive development and conceptual learning. The conclusion outlines significant implications for science teachers and those researching in this field. This highly useful work provides models of scientific thinking from different field and analyses the processes by which we can arrive at claims about the minds of others. The author highlights the logical impossibility of ever knowing for sure what someone else knows, understands or thinks, and makes the case that researchers in science education need to be much more explicit about the extent to which research onto learners’ ideas in science is necessarily a process of developing models. Through this book we learn that research reports should acknowledge the role of modeling and avoid making claims that are much less tentative than is justified as this can lead to misleading and sometimes contrary findings in the literature. In everyday life we commonly take it for granted that finding out what another knows or thinks is a relatively trivial or straightforward process. We come to take the ‘mental register’ (the way we talk about the ‘contents’ of minds) for granted and so teachers and researchers may readily underestimate the challenges involved in their work.