Visualization

Theory and Practice in Science Education

By: John K. Gilbert (Editor), Miriam Reiner (Editor), Mary Nakhleh (Editor)

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Hardcover | 14 February 2008

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336 Pages

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23.5 x 15.5 x 2.54

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External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. The formation of personal, internal, representations - visualizations - from them plays a key role in all learning, especially in that of science. The use of personal computers and sophisticated software has expanded into the areas of simulation, virtual reality, and animation, and students now engage in the creation of models, a key aspect of scientific methodology. Several academic disciplines underlie these developments, yet act independently of each other, to the detriment of an attainment of what is possible. This book brings together the insights of practicing scientists, science education researchers, computer specialists, and cognitive scientists, to produce a coherent overview. It links presentations about the cognitive theory of representation and visualization, its implications for science curriculum design, and for learning and teaching in classrooms and laboratories.

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Introduction	p. 1
Visualization: An Emergent Field of Practice and Enquiry in Science Education	p. 3
The Nature and Development of Visualization: A Review of what is Known	p. 25
The 'Ins' and 'Outs' of Learning: Internal Representations and External Visualizations	p. 29
Comprehending and Learning from 'Visualizations': A Developmental Perspective	p. 53
Seeing Through Touch: The Role of Haptic Information in Visualization	p. 73
The Design of Units and Courses Focused on Visualization	p. 85
Using External Visualizations to Extend and Integrate Learning in Mobile and Classroom Settings	p. 89
Visualizing the Molecular World - Design, Evaluation, and Use of Animations	p. 103
Engineering Instructional Metaphors Within Virtual Environments to Enhance Visualization	p. 133
Teaching Chemistry with and Without External Representations in Professional Environments with Limited Resources	p. 155
Learning with External Representations	p. 187
The Educational Value of Multiple-representations when Learning Complex Scientific Concepts	p. 191
Learning Chemistry Using Multiple External Representations	p. 209
Representational Resources for Constructing Shared Understandings in the High School Chemistry Classroom	p. 233
Visualization Without Vision: Students with Visual Impairment	p. 283
When an Image Turns into Knowledge: The Role of Visualization in Thought Experimentation	p. 295
About the Authors	p. 311
Subject Index	p. 317
Author Index	p. 319
Table of Contents provided by Blackwell. All Rights Reserved.

Visualization

Theory and Practice in Science Education

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Hardcover

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Defective items

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Paperback