Modeling as empirical and theoretical method of obtaining knowledge in chemistry; 11th International Technology, Education and Development Conference (INTED2017), 6-8 March, 2017, Valencia, Spain
| Parent link: | 11th International Technology, Education and Development Conference (INTED2017), 6-8 March, 2017, Valencia, Spain.— 2017.— [P. 239-249] |
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| Hlavní autor: | |
| Korporativní autor: | |
| Další autoři: | , |
| Shrnutí: | Title screen The present day professional education has been assigned to improve the training process applying advanced technologies, methods, procedures, teaching aids and forms to further students’ progress. Educational differentiation and individualization of the training process are viewed as conditions needed to make learning a feasible and sensible activity for students. These can be possibly achieved as structure content and organization of the training process are changed via considering interests and inclinations of students more thoroughly. It is simulation that is one of the most up-to-date methods allowing of combining practice and theory, creating a frame of reality to further information perception and knowledge acquiring. The author addresses to the specifics of simulation, comprising a mediating object – model, a substitution object and an initial object – original. When studying chemistry the matter of chemical processes under consideration can’t be directly seen by students who develop a model of the invisible object relying on certain indirect data. Therefore, simulation can be defined as a principal method of cognition in chemistry. Simulation is thought to be an explaining and illustrating reproductive method, problem statement, modeling, which makes it possible to organize search and research activities. The forms of information delivery when teaching chemistry, as well as relations between elements are outlined to support the assignment of a certain form for presenting material under study. Режим доступа: по договору с организацией-держателем ресурса |
| Jazyk: | angličtina |
| Vydáno: |
2017
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| Témata: | |
| On-line přístup: | http://dx.doi.org/10.21125/inted.2017.0178 |
| Médium: | MixedMaterials Elektronický zdroj Kapitola |
| KOHA link: | https://koha.lib.tpu.ru/cgi-bin/koha/opac-detail.pl?biblionumber=654223 |
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| 200 | 1 | |a Modeling as empirical and theoretical method of obtaining knowledge in chemistry |f V. F. Torosyan, E. S. Torosyan, S. O. Kryuchkova | |
| 203 | |a Text |c electronic | ||
| 300 | |a Title screen | ||
| 330 | |a The present day professional education has been assigned to improve the training process applying advanced technologies, methods, procedures, teaching aids and forms to further students’ progress. Educational differentiation and individualization of the training process are viewed as conditions needed to make learning a feasible and sensible activity for students. These can be possibly achieved as structure content and organization of the training process are changed via considering interests and inclinations of students more thoroughly. It is simulation that is one of the most up-to-date methods allowing of combining practice and theory, creating a frame of reality to further information perception and knowledge acquiring. The author addresses to the specifics of simulation, comprising a mediating object – model, a substitution object and an initial object – original. When studying chemistry the matter of chemical processes under consideration can’t be directly seen by students who develop a model of the invisible object relying on certain indirect data. Therefore, simulation can be defined as a principal method of cognition in chemistry. Simulation is thought to be an explaining and illustrating reproductive method, problem statement, modeling, which makes it possible to organize search and research activities. The forms of information delivery when teaching chemistry, as well as relations between elements are outlined to support the assignment of a certain form for presenting material under study. | ||
| 333 | |a Режим доступа: по договору с организацией-держателем ресурса | ||
| 463 | 1 | |t 11th International Technology, Education and Development Conference (INTED2017), 6-8 March, 2017, Valencia, Spain |o proceedings |v [P. 239-249] |d 2017 | |
| 610 | 1 | |a электронный ресурс | |
| 610 | 1 | |a труды учёных ТПУ | |
| 610 | 1 | |a simulation | |
| 610 | 1 | |a model | |
| 610 | 1 | |a substitution object | |
| 610 | 1 | |a object - original | |
| 610 | 1 | |a reproductive method | |
| 610 | 1 | |a problem statement | |
| 610 | 1 | |a modeling | |
| 610 | 1 | |a моделирование | |
| 610 | 1 | |a модели | |
| 610 | 1 | |a репродуктивный метод | |
| 700 | 1 | |a Torosyan |b V. F. |c specialist in the field of ecology and life safety |c Associate Professor of Yurga technological Institute of Tomsk Polytechnic University, candidate of pedagogical sciences |f 1956- |g Vera Fedorovna |3 (RuTPU)RU\TPU\pers\34712 |9 18062 | |
| 701 | 1 | |a Torosyan |b E. S. |c specialist in the field of ecology and life safety |c senior lecturer at Yurginsky technological Institute (branch) of Tomsk Polytechnic University |f 1981- |g Elena Samvelovna |3 (RuTPU)RU\TPU\pers\34711 |9 18061 | |
| 701 | 1 | |a Kryuchkova |b S. O. |g Sofjya Olegovna | |
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