Visualization in Science Education

. Ed(s): Gilbert, Professor John K.

ISBN 10: 1402058829 / ISBN 13: 9781402058820

Published by Springer-Verlag New York Inc., 2007

Addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. This book draws on the insights from cognitive psychology, science, and education. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modeling packages. Editor(s): Gilbert, Professor John K. Series: Models and Modeling in Science Education. Num Pages: 346 pages, biography. BIC Classification: JNU; PD. Category: (P) Professional & Vocational. Dimension: 236 x 155 x 25. Weight in Grams: 626. . 2007. New ed. Paperback. . . . . Seller Inventory # V9781402058820

Synopsis:

This book examines key issues concerning visualization in science education. It draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. Coverage unites these with the practice of science education, particularly the ever-increasing use of computer-managed modeling packages, especially in chemistry. The book first explores the significance and intellectual standing of visualization and shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. Coverage then documents experimental work on the classroom assessment of visualization. In addition, the book also summarizes some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects.

From the Back Cover:

Visualization, meaning both the perception of an object that is seen or touched and the mental imagery that is the product of that perception, is believed to be a major strategy in all thought. It is particularly important in science, which seeks causal explanations for phenomena in the world-as-experienced. Visualization must therefore play a major role in science education. This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems.

‘Visualization in Science Education’ draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages, especially in chemistry. The first section explores the significance and intellectual standing of visualization. The second section shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. The fourth section documents experimental work on the classroom assessment of visualization. An endpiece summarises some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects.

Bibliographic Details

Title: Visualization in Science Education
Publisher: Springer-Verlag New York Inc.
Publication Date: 2007
Binding: Soft cover
Condition: New