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The person can provide a common underlying meaning for several kinds of superficially different representations and transform any given representation into an equivalent representation in another form. The person spontaneously uses representations to explain a phenomenon, solve a problem, or make a prediction. LEVEL 5: REFLECTIVE, RHETORICAL USE OF REPRESENTATIONS When asked to explain a physical phenomenon, the person uses one or more representations to explain the relationship between physical properties and underlying entities and processes.
Journal of Chemical Education, 76, 548–554. 1 Visualization: An Emergent Field of Practice and Enquiry in Science Education 23 Gilbert, J. K. (2005). Visualization: A metacognitive skill in science and science education. In J. K. ), Visualization in science education. Dordrecht: Springer. Gilbert, J. , & Boulter, C. J. ). (2000). Developing models in science education. Dordrecht: Kluwer. Gilbert, J. , Boulter, C. , & Rutherford, M. (2000). Explanations with models in science education. In J. K.