Visualization in Science Education [electronic resource] / edited by John K. Gilbert.
Erişim Adresi
ISBN
9781402036132
Dil Kodu
İngilizce
Yer Numarası
DK/12331
Basım Bildirimi
1st ed. 2005.
Yayın Bilgisi
Dordrecht : Springer Netherlands : Imprint: Springer, 2005.
Fiziksel Niteleme
XXXIX, 346 p. online resource.
Dizi
Models and Modeling in Science Education, 2213-2260 ; 1
İçindekiler Notu
The Significance of Visualization in Science Education -- Visualization: A Metacognitive Skill in Science and Science Education -- Prolegomenon to Scientific Visualizations -- Mental Models: Theoretical Issues for Visualizations in Science Education -- A Model of Molecular Visualization -- Leveraging Technology and Cognitive Tehory on Visualization to Promote Students’ Science -- Developing the Skills of Visualization -- Teaching and Learning with Three-dimensional Representations -- Students Becoming Chemists: Developing Representationl Competence -- Imagery in Physics Learning - from Physicists’ Practice to Naive Students’ Understanding -- Imagery in Science Learning in Students and Experts -- Integrating Visualization Into Curricula in the Sciences -- Learning Electromagnetism with Visualizations and Active Learning -- Visualizing the Science of Genomics -- Visualization in Undergraduate Geology Courses -- Assessing the Development of Visualization Skills -- Evaluating the Educational Value of Molecular Structure Representations -- Assessing Learning from the Use of Multimedia Chemical Visualiztion Software -- Endpiece: Research and Development on Visualization in Science Education.
Özet, vb.
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.
Konu
Science __ Study and teaching.
Science Education.
Science Education.
Diğer Yazarlar
Kurum Adı
Eseri Alıntıla
Referansları kullanmadan önce gözden geçirmeniz ve varsa gerekli düzeltmeleri yapmanız önerilir.
Dijital Kaynak
MARC Görünümü
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505 0 |aThe Significance of Visualization in Science Education -- Visualization: A Metacognitive Skill in Science and Science Education -- Prolegomenon to Scientific Visualizations -- Mental Models: Theoretical Issues for Visualizations in Science Education -- A Model of Molecular Visualization -- Leveraging Technology and Cognitive Tehory on Visualization to Promote Students’ Science -- Developing the Skills of Visualization -- Teaching and Learning with Three-dimensional Representations -- Students Becoming Chemists: Developing Representationl Competence -- Imagery in Physics Learning - from Physicists’ Practice to Naive Students’ Understanding -- Imagery in Science Learning in Students and Experts -- Integrating Visualization Into Curricula in the Sciences -- Learning Electromagnetism with Visualizations and Active Learning -- Visualizing the Science of Genomics -- Visualization in Undergraduate Geology Courses -- Assessing the Development of Visualization Skills -- Evaluating the Educational Value of Molecular Structure Representations -- Assessing Learning from the Use of Multimedia Chemical Visualiztion Software -- Endpiece: Research and Development on Visualization in Science Education.
520 |aVisualization, 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.
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856 40|uhttps://doi.org/10.1007/1-4020-3613-2
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050 4|aQ181-183.4
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072 7|aPD|2bicssc
072 7|aSCI063000|2bisacsh
072 7|aJNU|2thema
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082 04|a507.1|223
090 |aDK/12331
245 10|aVisualization in Science Education|h[electronic resource] /|cedited by John K. Gilbert.
250 |a1st ed. 2005.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2005.
300 |aXXXIX, 346 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aModels and Modeling in Science Education,|x2213-2260 ;|v1
505 0 |aThe Significance of Visualization in Science Education -- Visualization: A Metacognitive Skill in Science and Science Education -- Prolegomenon to Scientific Visualizations -- Mental Models: Theoretical Issues for Visualizations in Science Education -- A Model of Molecular Visualization -- Leveraging Technology and Cognitive Tehory on Visualization to Promote Students’ Science -- Developing the Skills of Visualization -- Teaching and Learning with Three-dimensional Representations -- Students Becoming Chemists: Developing Representationl Competence -- Imagery in Physics Learning - from Physicists’ Practice to Naive Students’ Understanding -- Imagery in Science Learning in Students and Experts -- Integrating Visualization Into Curricula in the Sciences -- Learning Electromagnetism with Visualizations and Active Learning -- Visualizing the Science of Genomics -- Visualization in Undergraduate Geology Courses -- Assessing the Development of Visualization Skills -- Evaluating the Educational Value of Molecular Structure Representations -- Assessing Learning from the Use of Multimedia Chemical Visualiztion Software -- Endpiece: Research and Development on Visualization in Science Education.
520 |aVisualization, 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.
650 0|aScience|xStudy and teaching.
650 14|aScience Education.
700 1 |aGilbert, John K.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402036125
776 08|iPrinted edition:|z9781402058820
776 08|iPrinted edition:|z9789048103928
830 0|aModels and Modeling in Science Education,|x2213-2260 ;|v1
856 40|uhttps://doi.org/10.1007/1-4020-3613-2
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)
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