Gilbert, John K., Reiner, Miriam, Nakhleh, Mary (Eds.)
2008, VIII, 326 p.
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Coverage of cognitive theory and implications for curriculum design
Details the implications for classroom and laboratory learning and teaching
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.
Content Level »Research
Keywords »classroom practice - curriculum design - evaluation - information - learning - representation - theory - visualization
Introduction (John Gilbert, Miriam Reiner, Mary Nakhleh) Chapter 1. Visualization: An emergent interdisciplinary field of practice and enquiry in science education
John Gilbert Section A: The nature and development of visualization: a review of what is known Preface (Miriam Reiner) Chapter 2. The ‘ins’ and ‘outs’ of learning: Internal representations and external visualizations
David Rapp and Christopher Kurby Chapter 3. Understanding visualizations: A developmental approach with implications for science education
David Uttal Chapter 4. See through touch: The role of haptic information in visualization
Miriam Reiner Section B: The design of units and courses focused on visualization Preface (Mary Nakhleh) Chapter 5. Using external visualizations to extend and integrate learning in mobile and classroom settings
Yvonne Rogers Chapter 6. Visualizing the molecular world: The design, evaluation and use of animations
Roy Tasker and Rebecca Dalton Chapter 7. Moon pie in the sky?: Engineering instructional metaphors within virtual environments
Debbie Reese Chapter 8. Teaching chemistry with and without external representations in a professional environment with limited resources
Liliana Mammino Section C: Learning with external representations Preface. (John Gilbert) Chapter 9. The educational value of multi-representations when learning complex scientific concepts
Shaaron Ainsworth Chapter 10. Learning chemistry using multiple external representations
Mary Nakhleh and Brian Postek Chapter 11. Representational resources for constructing shared understandings in the high school chemistryclassroom
Vera Michalchik, Anders Rosenquist, Robert Kozma, Patty Kreikemeier, Patricia Schank, Brian Coppola Chapter 12. Visualization without vision: Students with visual impairment
M. Gail Jones and Bethany Broadwell Chapter 13. When an image turns into knowledge: The role of visualization in thought experimentation
Miriam Reiner and John Gilbert