LEADER 06250nam 22007095 450 001 9910483688303321 005 20251117075345.0 010 $a9783319065267 010 $a3319065262 024 7 $a10.1007/978-3-319-06526-7 035 $a(CKB)3710000000187225 035 $a(EBL)1782945 035 $a(OCoLC)894170018 035 $a(SSID)ssj0001298368 035 $a(PQKBManifestationID)11858323 035 $a(PQKBTitleCode)TC0001298368 035 $a(PQKBWorkID)11241743 035 $a(PQKB)10611047 035 $a(MiAaPQ)EBC1782945 035 $a(DE-He213)978-3-319-06526-7 035 $a(PPN)179926926 035 $a(EXLCZ)993710000000187225 100 $a20140711d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aScience Teachers? Use of Visual Representations /$fedited by Billie Eilam, John K. Gilbert 205 $a1st ed. 2014. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2014. 215 $a1 online resource (335 p.) 225 1 $aModels and Modeling in Science Education,$x2213-2260 ;$v8 300 $aDescription based upon print version of record. 311 08$a9783319065250 311 08$a3319065254 320 $aIncludes bibliographical references and index at the end of each chapters. 327 $aSection A: Research into teaching with visual representations -- Introduction -- Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J.K. Gilbert -- Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton -- Section B: Teachers? selections, constructions and use of visual representations -- Introduction -- Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni -- Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran -- Chapter 5 : Secondary biology teachers? use of different types of diagrams for different purposes, Y. Liu, M. Won, D.F. Treagust -- Chapter 6 : Teaching stoichiometry with particulate diagrams ? linking macro phenomena and chemical equations, M.W. Cheng, J.K. Gilbert -- Section C: Teachers? use of visual representations in culturally-diverse classrooms -- Introduction -- Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf -- Chapter 8 : The implication of culture for teachers? use of representations, B. Waldrip, S. Satupo, F. Rodie -- Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino -- Chapter 10: Visualizations in popular books about chemistry, J.K. Gilbert, A. Afonso -- Section D: Teachers? supporting student learning from visual representations -- Introduction -- Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X.Fan -- Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton -- Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger -- Section E: Overview -- Chapter 14: Developing science teachers? representational competence and itsimpact on their teaching, J.K.Gilbert, B. Eilam. 330 $aThis book examines the diverse use of visual representations by teachers in the science classroom. It contains unique pedagogies related to the use of visualization, presents original curriculum materials as well as explores future possibilities. The book begins by looking at the significance of visual representations in the teaching of science. It then goes on to detail two recent innovations in the field: simulations and slowmation, a process of explicit visualization. It also evaluates the way teachers have used different diagrams to illustrate concepts in biology and chemistry. Next, the book explores the use of visual representations in culturally diverse classrooms, including the implication of culture for teachers? use of representations, the crucial importance of language in the design and use of visualizations, and visualizations in popular books about chemistry. It also shows the place of visualizations in the growing use of informal, self-directed science education. Overall, the book concludes that if the potential of visualizations in science education is to be realized in the future, the subject must be included in both pre-service and in-service teacher education. It explores ways to develop science teachers? representational competence and details the impact that this will have on their teaching. The worldwide trend towards providing science education for all, coupled with the increased availability of color printing, access to personal computers and projection facilities, has lead to a more extensive and diverse use of visual representations in the classroom. This book offers unique insights into the relationship between visual representations and science education, making it an ideal resource for educators as well as researchers in science education, visualization and pedagogy. 410 0$aModels and Modeling in Science Education,$x2213-2260 ;$v8 606 $aScience$xStudy and teaching 606 $aTeachers$xTraining of 606 $aLearning, Psychology of 606 $aScience Education 606 $aTeaching and Teacher Education 606 $aInstructional Psychology 615 0$aScience$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aLearning, Psychology of. 615 14$aScience Education. 615 24$aTeaching and Teacher Education. 615 24$aInstructional Psychology. 676 $a500.20222 702 $aEilam$b Billie$f1946-$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aGilbert$b John$g(John K.),$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910483688303321 996 $aScience Teachers? Use of Visual Representations$92847478 997 $aUNINA