Visual Data And Their Use In Science Education
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Visual Data and Their Use in Science Education
Visual Data in Science Education builds upon previous work done by the editors to bring some definition to the meaning of visual data as it relates to education, and highlighted the breadth of types and uses of visual data across the major academic disciplines. In this book, the editors have brought this focus specifically to science education through the contributions of colleagues in the field who actively research about and engage in teaching with visual data. The book begins by examining how the brain functions with respect to processing visual data, then explores models of conceptual frameworks, which then leads into how related ideas are actuated in education settings ranging from elementary science classrooms to college environments. As a whole, this book fosters a more coherent image of the multifaceted process of science teaching and learning that is informed by current understandings of science knowledge construction, the scientific enterprise, and the millennium student as they relate to visual data.
Visualization: Theory and Practice in Science Education
Author: John K. Gilbert
language: en
Publisher: Springer Science & Business Media
Release Date: 2007-12-05
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.
Drawing for Science Education
This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking – sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader. Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe their ideas of chemistry and physics. Teacher educators use drawings to consider the progress of their undergraduates’ understanding of science teaching and even their moral/ethical responses to teaching about climate change. Museum visitors have drawn their understanding of the physics of how exhibit sounds are transmitted. A physician explains how the history of drawing has been a critical tool to medical education and doctor-patient communications. Each chapter contains samples, insights, and where applicable, analysis techniques. The chapters in this book should be helpful to researchers and teachers alike, across the teaching and learning continuum. The sections are divided by the kinds of activities for which drawing has historically been used in science education: An instance of observation (Audubon, Linnaeus); A process (how plants grow over time, what happens when chemicals combine); Conceptions of what science is and who does it; Images of identity development in science teaching and learning.