Overview
- Central roles of representation and visualization in all learning, especially of science
- Rapid growth of use of computer-based virtual representations in science education
- Bringing together of insights of scientists, cognitive scientists, science education researchers, computer graphics specialists, science teachers
- Coverage of cognitive theory and implications for curriculum design
- Implications for classroom and laboratory learning and teaching
Part of the book series: Models and Modeling in Science Education (MMSE, volume 3)
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Table of contents (13 chapters)
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Front Matter
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Visualization: An Emergent Field of Practice and Enquiry in Science Education
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Front Matter
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The Nature and Development of Visualization: A Review of what is Known
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Front Matter
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The Design of Units and Courses Focused on Visualization
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Front Matter
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Learning with External Representations
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Front Matter
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Back Matter
Keywords
About this book
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.
Editors and Affiliations
Bibliographic Information
Book Title: Visualization: Theory and Practice in Science Education
Editors: John K. Gilbert, Miriam Reiner, Mary Nakhleh
Series Title: Models and Modeling in Science Education
DOI: https://doi.org/10.1007/978-1-4020-5267-5
Publisher: Springer Dordrecht
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media B.V. 2008
Hardcover ISBN: 978-1-4020-5266-8Published: 14 February 2008
Softcover ISBN: 978-90-481-7326-6Published: 25 November 2010
eBook ISBN: 978-1-4020-5267-5Published: 05 December 2007
Series ISSN: 1871-2983
Series E-ISSN: 2213-2260
Edition Number: 1
Number of Pages: VIII, 325
Topics: Education, general, Science Education, Learning & Instruction