Josef Eßer; Peter Fischer; Niklas Kaeseler; Stephan Koch; Hans-Peter Konopka; Frank Velix Kühnen; Wolfgang Mittag; Neuman Cornelsen Verlag GmbH (2015) Kovakantinen kirja
W. Fischer; W. Gerlach; G. B. Gruber; R. Hanser; G. Herxheimer; E. J. Kraus; F. J. Lang; E. Roesner; R. Rössle; Thölldt Springer-Verlag Berlin and Heidelberg GmbH & Co. KG (2014) Pehmeäkantinen kirja
W. Fischer; W. Gerlach; G. B. Gruber; R. Hanser; G. Herxheimer; E. J. Kraus; F. J. Lang; E. Roesner; R. Rössle; Thölldt Springer Verlag GmbH (1929) Pehmeäkantinen kirja
W. Fischer; W. Gerlach; G. B. Gruber; R. Hanser; G. Herxheimer; E. J. Kraus; F. J. Lang; E. Roesner; R. Rössle; Thölldt Springer-Verlag Berlin and Heidelberg GmbH & Co. KG (2014) Pehmeäkantinen kirja
Thomas Bartoschek; Josef Eßer; Peter Fischer; Niklas Kaeseler; Hans-Peter Konopka; Frank Velix Kühnen; Wolfgang Mittag Cornelsen Verlag GmbH (2014) Kovakantinen kirja
Thomas Bartoschek; Josef Eßer; Peter Fischer; Niklas Kaeseler; Rainer Koch; Hans-Peter Konopka; Frank Velix Kühnen; Mitta Cornelsen Verlag GmbH (2014) Kovakantinen kirja
This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementation of representations should consider design principles for using multiple representations. Investigations regarding their effect on classroom communication as well as on the learning results in all levels of schooling and for different topics of physics are reported. The book is intended for physics educators and their students at universities and for physics teachers in schools to apply multiple representations in physics in a productive way.