Visualization: Theory and Practice in Science Education (Models and Modeling in Science Education, 3)

ISBN 10: 9048173264 / ISBN 13: 9789048173266

Verlag: Springer, 2010

Beschreibung

Like New.

Bestandsnummer des Verkäufers ERICA80090481732646

Bibliografische Details

• Titel: Visualization: Theory and Practice in Science Education (Models and Modeling in Science Education, 3)
• Verlag: Springer
• Erscheinungsjahr: 2010
• Sprache: Englisch
• ISBN-10: 9048173264
• ISBN-13: 9789048173266
• Einband: Paperback
• Zustand: Like New
• Buchtyp: book

Über diesen Titel

Inhaltsangabe

External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. The formation of personal, internal, representations – visualizations – from them plays a key role in all learning, especially in that of science. The use of personal computers and sophisticated software has expanded into the areas of simulation, virtual reality, and animation, and students now engage in the creation of models, a key aspect of scientific methodology. Several academic disciplines underlie these developments, yet act independently of each other, to the detriment of an attainment of what is possible. 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 the cognitive theory of representation and visualization, its implications for science curriculum design, and for learning and teaching in classrooms and laboratories.

Von der hinteren Coverseite

<p>External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. The formation of personal, internal, representations – visualizations – from them plays a key role in all learning, especially in that of science. The use of personal computers and sophisticated software has expanded into the areas of simulation, virtual reality, and animation, and students now engage in the creation of models, a key aspect of scientific methodology. Several academic disciplines underlie these developments, yet act independently of each other, to the detriment of an attainment of what is possible. 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 the cognitive theory of representation and visualization, its implications for science curriculum design, and for learning and teaching in classrooms and laboratories.</p>