l viennot (44 resultados)

Tapa blanda. Condición: Nuevo.

paperback. Condición: Fair. Spine, edges of covers faded; modest wear. Pages unmarked.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New.

Condición: New.

Condición: As New. Unread book in perfect condition.

Condición: New. In.

Paperback. Condición: New.

Condición: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,500grams, ISBN:9781402012761.

Condición: New. In.

Condición: New. In.

Condición: New. In.

Condición: New.

Condición: New.

Paperback. Condición: New. This text seeks to narrow the gap between educational research and classroom practice in the teaching of physics. Research is now moving beyond the recording of the specific forms of common thought to construct and evaluate teaching interventions appropriate to conventional institutional contexts. The approach adopted here makes a detailed analysis of research findings derived from experiments involving pupils, students and teachers in the field. Clear guidelines are laid down for the development and evaluation of sequences, drawing attention to "critical details" of the practice of teaching that may spell success or failure for the project. Five sequences illustrate the discussion with the following topics: contact, friction and propulsion; pressure in fluids; superposition of electric fields; superposition of coherent waves and optical imaging; and colour phenomena. This all feeds into a discussion of sequence evaluation procedures, underlining the vital importance of teachers' reactions to the detailed aspects of practice proposed to them. The book is intended for researchers in science teaching, teacher trainers and teachers of physics.

Condición: As New. Unread book in perfect condition.

Hardcover. Condición: Brand New. 2014 edition. 182 pages. 9.50x6.50x0.75 inches. In Stock.

Condición: New. Includes supplementary material: sn.pub/extrasThis book seeks to narrow the current gap between educational research and classroom practice in the teaching of physics. It makes a detailed analysis of research findings derived from experiments .

Taschenbuch. Condición: Neu. Reasoning in Physics | The Part of Common Sense | L. Viennot | Taschenbuch | xvi | Englisch | 2001 | Springer | EAN 9781402002748 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Condición: Neu. Teaching Physics | L. Viennot | Taschenbuch | xv | Englisch | 2003 | Springer | EAN 9781402012761 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - For a meaningful understanding of physics, it is necessary to realise that this corpus of knowledge operates in a register different from natural thought. This book aims at situating the main trends of common reasoning in physics with respect to some essential aspects of accepted theory. It analyses a great many research results based on studies of pupils and students at various academic levels, involving a range of physical situations. It shows the impressive generality of the trends of common thought, as well as their resistance to teaching. The book's main focus is to underline to what extent natural thought is organised. As a result of this mapping out of trends of reasoning, some suggestions for teaching are presented; these have already influenced recent curricula in France. This book is intended for teachers and teacher trainers principally, but students can also benefit from it to improve their understanding of physics and of their own ways of reasoning.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Everywhere in the world, except, for the time being, in some Asian countries, young people are losing interest in science. This disenchantment with science studies is particularly strong in the United States, but has affected Europe, and France especially. Official statistics confirm this, and I can add a telling example of my own. When I began teaching physics at Grenoble University in 1960, there were some 350 students studying to be electrical engineers. Today, 57 students are enrolled in the Physics Maitrise programme at the Joseph Fourier University in Grenoble, and 15 of them are foreign students. In that time interval, the total number of students enrolled in institutes of higher learning in mainland France rose from 309 700 (in 1960-1961) to 2 111 100 (in 2000-2001). If we look at what happened in the USA, to try to avoid making the same mistakes, there is indeed a strongly antiscientific trend in that society, of which the 'Politically Correct Movement' is the most extreme manifestation. Yet this movement has profoundly influenced the humanities departments of American universities, and the persons responsible for training teachers. There is a risk that similar negative effects will show up in France, where many primary school teachers have a background in the humanities, and often have no scientific culture at all. c. P. Snow's famous pamphlet on the 'two cultures' was published in 1959, but is still exceedingly topical and should be recommended reading in all teacher training institutes.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - For a meaningful understanding of physics, it is necessary to realise that this corpus of knowledge operates in a register different from natural thought. This book aims at situating the main trends of common reasoning in physics with respect to some essential aspects of accepted theory. It analyses a great many research results based on studies of pupils and students at various academic levels, involving a range of physical situations. It shows the impressive generality of the trends of common thought, as well as their resistance to teaching. The book's main focus is to underline to what extent natural thought is organised. As a result of this mapping out of trends of reasoning, some suggestions for teaching are presented; these have already influenced recent curricula in France. This book is intended for teachers and teacher trainers principally, but students can also benefit from it to improve their understanding of physics and of their own ways of reasoning.

Taschenbuch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - Everywhere in the world, except, for the time being, in some Asian countries, young people are losing interest in science. This disenchantment with science studies is particularly strong in the United States, but has affected Europe, and France especially. Official statistics confirm this, and I can add a telling example of my own. When I began teaching physics at Grenoble University in 1960, there were some 350 students studying to be electrical engineers. Today, 57 students are enrolled in the Physics Maitrise programme at the Joseph Fourier University in Grenoble, and 15 of them are foreign students. In that time interval, the total number of students enrolled in institutes of higher learning in mainland France rose from 309 700 (in 1960-1961) to 2 111 100 (in 2000-2001). If we look at what happened in the USA, to try to avoid making the same mistakes, there is indeed a strongly antiscientific trend in that society, of which the 'Politically Correct Movement' is the most extreme manifestation. Yet this movement has profoundly influenced the humanities departments of American universities, and the persons responsible for training teachers. There is a risk that similar negative effects will show up in France, where many primary school teachers have a background in the humanities, and often have no scientific culture at all. c. P. Snow's famous pamphlet on the 'two cultures' was published in 1959, but is still exceedingly topical and should be recommended reading in all teacher training institutes.

Hardcover. Condición: Like New. Like New. book.

Couverture souple. Condición: bon. R110024635: 8 OCT 1864. In-12. Broché. Bon état, Couv. convenable, Dos satisfaisant, Intérieur frais. Paginé de 17 à 32. Lecture en colonnes. Illustrée de quelques gravures en noir et blanc. . . . Classification Dewey : 70.4413-Magasin pittoresque, universel et mosaïque.

Paperback. Condición: New. This text seeks to narrow the gap between educational research and classroom practice in the teaching of physics. Research is now moving beyond the recording of the specific forms of common thought to construct and evaluate teaching interventions appropriate to conventional institutional contexts. The approach adopted here makes a detailed analysis of research findings derived from experiments involving pupils, students and teachers in the field. Clear guidelines are laid down for the development and evaluation of sequences, drawing attention to "critical details" of the practice of teaching that may spell success or failure for the project. Five sequences illustrate the discussion with the following topics: contact, friction and propulsion; pressure in fluids; superposition of electric fields; superposition of coherent waves and optical imaging; and colour phenomena. This all feeds into a discussion of sequence evaluation procedures, underlining the vital importance of teachers' reactions to the detailed aspects of practice proposed to them. The book is intended for researchers in science teaching, teacher trainers and teachers of physics.

Paperback. Condición: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

souple. Condición: Bon. 2e édition, Carte entoilée dépliante en couleurs format 120 x 63 cm, carte numéro 226 au 1/80 0000, 1935, Société Nouvelle de Cartographie Superbe carte géologique ancienne aussi intéressante que décorative et méritant d'être encadrée. Les explorations et les tracés géologiques ont été faits de 1921 à 1932 par P. Viennot, la feuille a été publiée en 1935, M. L. de Launay Inspecteur Général des Mines. Bel état pour cette carte contenant en marges verticales l'intégralité des explications avec sa notice explicative (mention manuscrite "Bayonne" sur l'épaisseur pour l'identifier, très bel état par ailleurs). La carte s'étend de la fosse de Capbreton au Nord jusqu'à Saint Sébastien au Sud-Ouest. Langue: Français.