Visualization in Science Education
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 e
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Models and Modeling in Science Education VOLUME 1
Series Editor: Professor J. K. Gilbert Institute of Education The University of Reading UK Editorial Board: Professor D.F. Treagust Science and Mathematics Education Centre Curtin University of Technology Australia Assoc. Professor J.H. van Driel ICLON University of Leiden The Netherlands Dr. Rosária Justi Department of Chemistry University of Minas Gerais Brazil Dr. Janice Gobert The Concord Consortium USA
Visualization in Science Education Edited by
JOHN K. GILBERT The University of Reading, UK
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 ISBN-13 ISBN-10 ISBN-13
1-4020-3612-4 (HB) 978-1-4020-3612-5 (HB) 1-4020-3613-2 (e-book) 978-1-4020-3613-2 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. www .springeronline.com
Printed on acid-free paper
All Rights Reserved © 2005 Springer No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed in the Netherlands.
CONTENTS
Acknowledgements
vii
Colour Section
ix
Appendices to Chapter 13
xxxiii
Introduction
1
Section A: The significance of visualization in science education
7
1.
Visualization: A metacognitive skill in science and science education John K. Gilbert
2.
Prolegomenon to scientific visualization Barbara Tversky, Stanford University, USA
3.
Mental Models: Theoretical issues for visualizations in science education David Rapp, University of Minnesota, USA
9
29
43
4.
A model of molecular visualization Michael Briggs, George Bodner
61
5.
Grasping leveraging technology and cognitive theory on visualization to promote students' learning Janice D Gobert
73
Section B: Developing the skills of visualization 6.
7.
Teaching and learning with three-dimensional representations Mike Stieff, Robert Bateman, David Uttal Modelling students becoming chemists: Developing representational competence Robert Kozma, Joel Russell
v
91
93
121
vi
8.
9.
Imagery in physics: From physicists' practice to naïve students' learning Galit Botzer, Miriam Reiner Imagery in science learning in students and experts John Clement, Aletta Zietsman, James Monaghan
Section C: Integrating visualization into curricula in the sciences 10.
Learning electromagnetism with visualization and active learning Yehudit Judy Dori, John Belcher
147
169
185
187
11.
Teaching visualizing the science of genomics Kathy Takayama
217
12.
Models visualization in undergraduate geology courses Stephen J Reynolds, Julia K Johnson, Michael D Piburn, Debra E Leedy, Joshua A Coyan, Melanie M Busch
253
Section D: Assessing the development of visualization skills 13.
14.
267
Evaluating the edu
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