Visualization: Theory and Practice in Science Education

John K Gilbert

ISBN 10: 1402052669 / ISBN 13: 9781402052668

Editore: Springer, 2008

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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.

Codice articolo 9781402052668

Dati bibliografici

• Titolo: Visualization: Theory and Practice in Science Education
• Editore: Springer
• Data di pubblicazione: 2008
• Lingua: Inglese
• ISBN 10: 1402052669
• ISBN 13: 9781402052668
• Rilegatura: Buch
• Condizione: Neu
• Dimensioni: 245 L x 166 A x 26 P (millimetri) 245 millimetri di larghezza per 166 millimetri di altezza per 26 millimetri di profondità
• Peso: 613 grammi

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Riassunto

<p>External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. 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 cognitive theory, its implications for science curriculum design, and for learning and teaching in classrooms and laboratories.</p>

Dalla quarta di copertina

<p>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.</p>