Visualization: Theory and Practice in Science Education by John K. Gilbert, Miriam Reiner, Mary Nakhleh

By John K. Gilbert, Miriam Reiner, Mary Nakhleh

Exterior representations (pictures, diagrams, graphs, concrete versions) have continually been worthwhile instruments for the technology instructor. This e-book brings jointly the insights of training scientists, technological know-how schooling researchers, machine experts, and cognitive scientists, to supply a coherent assessment. It hyperlinks displays approximately cognitive idea, its implications for technological know-how curriculum layout, and for studying and instructing in study rooms and laboratories.

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Extra resources for Visualization: Theory and Practice in Science Education (Models and Modeling in Science Education)

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K. ), Visualization in science education (pp. 121–146). Dordrecht: Springer. , & Van Leeuwen, T. (1996). Reading images:The grammar of visual design. London: Routledge. Linn, M. , & Petersen, A. C. (1985). Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development, 56, 1479–1498. Lowe, R. ( 2004). Interrogation of a dynamic visualization during learning. Learning and Instruction, 14, 257–274. Mathewson, J. H. (2006). The visual core of science: Definitions and applications in education.

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.

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