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.
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