Science Teachers’ Use of Visual Representations

Science Teachers’ Use of Visual Representations edited by Billie Eilam, John K. Gilbert.

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
Corporate Author: SpringerLink (Online service)
Other Authors: Eilam, Billie (Editor), Gilbert, John K. (Editor)
Format: eBook
Language:English
Published: Cham : Springer International Publishing : Imprint: Springer, 2014.
Edition:1st ed. 2014.
Series:Models and Modeling in Science Education, 8
Springer eBook Collection.
Subjects:
Science education.
Teaching.
Learning.
Instruction.
Electronic resources (E-books)
Online Access:Click to view e-book
Holy Cross Note:Loaded electronically.
Electronic access restricted to members of the Holy Cross Community.
Table of Contents:
  • 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
  • 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 its impact on their teaching, J.K.Gilbert, B. Eilam.

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