Reading for Evidence and Interpreting Visualizations in Mathematics and Science Education
CRYSTAL—Alberta was established to research ways to improve students’ understanding and reasoning in science and mathematics. To accomplish this goal, faculty members in Education, Science, and Engineering, as well as school teachers joined forces to prod
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Reading for Evid dence and Interpretin ng Visualizzations in d Science Education E Matheematics and
Edited by b Stephen P. Norris Universiity of Alberta, Edmonton, E Canada
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ISBN: 97 78-94-6091-922--0 (paperback) ISBN: 97 78-94-6091-923--7 (hardback) ISBN: 97 78-94-6091-924--4 (e-book)
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TABLE OF CONTENTS
Acknowledgements
vii
I. Introduction 1.
CRYSTAL—Alberta: A Case of Science-Science Education Research Collaboration Frank Jenkins and Stephen P. Norris
3
II. Reading for Evidence 2.
Reading for Evidence Susan Barker and Heidi Julien
19
3.
Reading for Evidence through Hybrid Adapted Primary Literature Marie-Claire Shanahan
41
4.
Explanatory Reasoning in Junior High Science Textbooks Jerine Pegg and Simon Karuku
65
5.
The Environment as Text: Reading Big Lake Susan Barker and Carole Newton
83
III. Visualizations in Science and Mathematics 6.
Visualizations and Visualization in Mathematics Education John S. Macnab, Linda M. Phillips, and Stephen P. Norris
103
7.
Visualizations and Visualization in Science Education John Braga, Linda M. Phillips, and Stephen P. Norris
123
8.
Curriculum Development to Promote Visualization and Mathematical Reasoning: Radicals Elaine Simmt, Shannon Sookochoff, Janelle McFeetors, and Ralph T. Mason
9.
Introducing Grade Five Students to the Nature of Models Brenda J. Gustafson and Peter G. Mahaffy
147
165
10. Using Computer Visualizations to Introduce Grade Five Students to the Particle Nature of Matter Brenda J. Gustafson and Peter G. Mahaffy
181
Notes on Contributors
203
Index
207 v
ACKNOWLEDGEMENTS
The research reported in this volume was supported by a grant from the National Sciences and Humanities Research Council of Canada through their pilot program, “Centres for Research in Youth, Science Teaching and Learning (CRYSTAL)”. This volume represents the hard work and dedication of many individuals. The contributors gave their unconditional support to the work and throughout its many stages remained a collegial and cooperative group. I thank them for their efforts and for their fine work. Two individuals deserve special mention. Carolyn Freed was the production assistant and copy editor at the early stages of the book. She helped train the authors in the use of the formatting template and established the basic system of electroni
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