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Science Teachers’ Use of Visual Representations

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 vis...

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Bibliographic Details
Other Authors: Eilam, Billie (Editor), Gilbert, John K. (Editor)
Format: eBook
Language:English
Published: Cham Springer International Publishing 2014, 2014
Edition:1st ed. 2014
Series:Models and Modeling in Science Education
Subjects:
Science / Study And Teaching
Instructional Psychology
Science Education
Learning, Psychology Of
Teachers / Training Of
Teaching And Teacher Education
Online Access:
Collection: Springer eBooks 2005- - Collection details see MPG.ReNa
Table of Contents:
  • Chapter 14: Developing science teachers’ representational competence and itsimpact on their teaching, J.K.Gilbert, B. Eilam
  • 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
  • Section 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

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