: Linda M. Phillips, Stephen P. Norris, John S. Macnab
: Visualization in Mathematics, Reading and Science Education
: Springer-Verlag
: 9789048188161
: 1
: CHF 85.30
:
: Erwachsenenbildung
: English
: 106
: Wasserzeichen
: PC/MAC/eReader/Tablet
: PDF
Science education at school level worldwide faces three perennial problems that have become more pressing of late. These are to a considerable extent interwoven with concerns about the entire school curriculum and its reception by students. The rst problem is the increasing intellectual isolation of science from the other subjects in the school curriculum. Science is too often still taught didactically as a collection of pre-determined truths about which there can be no dispute. As a con- quence, many students do not feel any 'ownership' of these ideas. Most other school subjects do somewhat better in these regards. For example, in language classes, s- dents suggest different interpretations of a text and then debate the relative merits of the cases being put forward. Moreover, ideas that are of use in science are presented to students elsewhere and then re-taught, often using different terminology, in s- ence. For example, algebra is taught in terms of 'x, y, z' in mathematics classes, but students are later unable to see the relevance of that to the meaning of the universal gas laws in physics, where 'p, v, t' are used. The result is that students are c- fused and too often alienated, leading to their failure to achieve that 'extraction of an education from a scheme of instruction' which Jerome Bruner thought so highly desirable.
Preface5
Contents8
Overview10
Part I An Introduction To Visualization12
1 A Commonsense View and Its Problems13
Mathematics13
Reading15
Science16
Why Visualization Might Be Useful16
2 A History of Visualization in Psychology and Science18
Early Psychological Research18
Recent Theories of Visualization in Cognitive Psychology19
The Development of Visualization in Science22
The Introduction of Computers to Scientific Visualization25
Concluding Comments27
3 The Concept of Visualization28
Methods28
The Definitions of Visualization31
What Constitutes a Good Visualization?36
Colour38
Realism39
Relevance40
Interactivity41
Animation42
Concluding Comments43
4 Cognitive Theory44
Cognitive Coding of Visual Images44
Using Cognitive Theories to Design Effective Visualization Objects46
Concluding Comments50
Part II Current Educational Research51
5 Visualizations and Mathematics53
Visual–Spatial Images54
Computer Visualizations and Visual Representations56
Concluding Comments58
6 Visualizations and Reading59
Visualization Objects as Motivators59
Comprehension60
Relevant Properties of Visualization Objects65
Multimedia68
Concluding Comments69
7 Visualizations and Science71
Visual Representations, Diagrams, and Animation71
Dynamic Media and Learning Performance74
Animations, Visualizations, and Conceptual Change75
Concluding Comments82
Part III Cautions and Recommendations83
8 Research and Guidelines on Computer-Generated Visualizations84
9 Concluding Comments, Recommendations, and Further Considerations89
Visualization Objects90
Animations and Computer-Based Visualization92
Recommendations for Teachers93
Areas for Future Research94
Final Word95
References96
Author Index105
Subject Index109