| 000 | 03943nlm0a2200457 4500 | ||
|---|---|---|---|
| 001 | 654223 | ||
| 005 | 20231030041252.0 | ||
| 035 | _a(RuTPU)RU\TPU\network\19761 | ||
| 090 | _a654223 | ||
| 100 | _a20170414a2017 k y0engy50 ba | ||
| 101 | 0 | _aeng | |
| 102 | _aES | ||
| 105 | _aa z 100zy | ||
| 135 | _adrcn ---uucaa | ||
| 181 | 0 | _ai | |
| 182 | 0 | _ab | |
| 200 | 1 |
_aModeling as empirical and theoretical method of obtaining knowledge in chemistry _fV. F. Torosyan, E. S. Torosyan, S. O. Kryuchkova |
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| 203 |
_aText _celectronic |
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| 300 | _aTitle screen | ||
| 330 | _aThe 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 | _aРежим доступа: по договору с организацией-держателем ресурса | ||
| 463 |
_t11th International Technology, Education and Development Conference (INTED2017), 6-8 March, 2017, Valencia, Spain _oproceedings _v[P. 239-249] _d2017 |
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| 610 | 1 | _aэлектронный ресурс | |
| 610 | 1 | _aтруды учёных ТПУ | |
| 610 | 1 | _asimulation | |
| 610 | 1 | _amodel | |
| 610 | 1 | _asubstitution object | |
| 610 | 1 | _aobject - original | |
| 610 | 1 | _areproductive method | |
| 610 | 1 | _aproblem statement | |
| 610 | 1 | _amodeling | |
| 610 | 1 | _aмоделирование | |
| 610 | 1 | _aмодели | |
| 610 | 1 | _aрепродуктивный метод | |
| 700 | 1 |
_aTorosyan _bV. F. _cspecialist in the field of ecology and life safety _cAssociate Professor of Yurga technological Institute of Tomsk Polytechnic University, candidate of pedagogical sciences _f1956- _gVera Fedorovna _2stltpush _3(RuTPU)RU\TPU\pers\34712 |
|
| 701 | 1 |
_aTorosyan _bE. S. _cspecialist in the field of ecology and life safety _csenior lecturer at Yurginsky technological Institute (branch) of Tomsk Polytechnic University _f1981- _gElena Samvelovna _2stltpush _3(RuTPU)RU\TPU\pers\34711 |
|
| 701 | 1 |
_aKryuchkova _bS. O. _gSofjya Olegovna |
|
| 712 | 0 | 2 |
_aНациональный исследовательский Томский политехнический университет (ТПУ) _bЮргинский технологический институт (филиал) (ЮТИ) _bКафедра безопасности жизнедеятельности, экологии и физического воспитания (БЖДЭФВ) _h2240 _2stltpush _3(RuTPU)RU\TPU\col\18930 |
| 801 | 2 |
_aRU _b63413507 _c20170414 _gRCR |
|
| 856 | 4 | _uhttp://dx.doi.org/10.21125/inted.2017.0178 | |
| 942 | _cCF | ||