This book examines the diverse use of visual representations by
teachers in the science classroom. It contains unique pedagogies
related to the use of visualization, presents original curriculum
materials as well as explores future possibilities.
The book begins by looking at the significance of visual
representations in the teaching of science. It then goes on to
detail two recent innovations in the field: simulations and
slowmation, a process of explicit visualization. It also evaluates
the way teachers have used different diagrams to illustrate
concepts in biology and chemistry.
Next, the book explores the use of visual representations in
culturally diverse classrooms, including the implication of culture
for teachers use of representations, the crucial importance of
language in the design and use of visualizations and visualizations
in popular books about chemistry. It also shows the place of
visualizations in the growing use of informal, self-directed
science education.
Overall, the book concludes that if the potential of
visualizations in science education is to be realized in the
future, the subject must be included in both pre-service and
in-service teacher education. It explores ways to develop science
teachers representational competence and details the impact that
this will have on their teaching.
The worldwide trend towards providing science education for all,
coupled with the increased availability of color printing, access
to personal computers and projection facilities, has lead to a more
extensive and diverse use of visual representations in the
classroom. This book offers unique insights into the relationship
between visual representations and science education, making it an
ideal resource for educators as well as researchers in science
education, visualization and pedagogy."
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