Visualization: Theory and Practice in Science Education

John K. Gilbert

ISBN 10: 9048173264 / ISBN 13: 9789048173266

Published by Springer Netherlands, Springer Netherlands, 2010

About this Item

Druck auf Anfrage Neuware - Printed after ordering - 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.

Seller Inventory # 9789048173266

Bibliographic Details

• Title: Visualization: Theory and Practice in Science Education
• Publisher: Springer Netherlands, Springer Netherlands
• Publication Date: 2010
• Language: English
• ISBN 10: 9048173264
• ISBN 13: 9789048173266
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 235W x 155H x 19D millimeters 235 millimeters width by 155 millimeters height by 19 millimeters depth
• Weight: 511 grams

About this title

Synopsis

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.