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 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.
