Visualization: Theory and Practice in Science Education

326 Pages·2008·8.351 MB·English

by  John K. Gilbert (auth.), John K. Gilbert, Miriam Reiner, Mary Nakhleh (eds.)

VISUALIZATION:THEORYAND PRACTICE
IN SCIENCE EDUCATION
Models and Modeling in Science Education
Volume 3
SeriesEditor
ProfessorJ.K.Gilbert
InstituteofEducation,TheUniversityofReading,UK
EditorialBoard
ProfessorD.F.Treagust
ScienceandMathematicsEducationCentre,CurtinUniversityofTechnology,
Australia
Assoc.ProfessorJ.H.vanDriel
ICLON,UniversityofLeiden,TheNetherlands
Dr.RosáriaJusti
DepartmentofChemistry,UniversityofMinasGerais,Brazil
Dr.JaniceGobert
TheConcordConsortium,USA
Forothertitlespublishedinthisseries,goto
http://www.springer.com/springer_series_in_computer_science
Visualization: Theory
and Practice in Science
Education
John K. Gilbert
Editor
TheUniversityofReading,UK
Miriam Reiner
Editor
Technion,IsraelInstituteofTechnology,Israel
Mary Nakhleh
Editor
PurdueUniversity,USA
Editors
JohnK.Gilbert
TheUniversityofReading,
UK
MiriamReiner
Technion,IsraelInstituteofTechnology,
Israel
MaryNakhleh
PurdueUniversity,
USA
ISBN:978-1-4020-5266-8 e-ISBN:978-1-4020-5267-5
LibraryofCongressControlNumber:2007936483
(cid:2)c 2008SpringerScience+BusinessMediaB.V.
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inanyformorbyanymeans,electronic,mechanical,photocopying,microfilming,recording
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andexecutedonacomputersystem,forexclusiveusebythepurchaserofthework.
Printedonacid-freepaper.
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Contents
Introduction ....................................................... 1
JohnK.Gilbert,MiriamReinerandMaryNakhleh
1 Visualization: An Emergent Field of Practice and Enquiry
inScienceEducation............................................ 3
JohnK.Gilbert
SectionATheNatureandDevelopmentofVisualization:AReview
ofwhatisKnown............................................... 25
MiriamReiner
2 The‘Ins’and‘Outs’ofLearning:InternalRepresentationsand
ExternalVisualizations ......................................... 29
DavidN.RappandChristopherA.Kurby
3 Comprehending and Learning from ‘Visualizations’: A
DevelopmentalPerspective ...................................... 53
DavidH.UttalandKatherineO’Doherty
4 Seeing Through Touch: The Role of Haptic Information in
Visualization................................................... 73
MiriamReiner
SectionBTheDesignofUnitsandCoursesFocusedonVisualization..... 85
MaryNakhleh
5 UsingExternalVisualizationstoExtendandIntegrateLearningin
MobileandClassroomSettings .................................. 89
YvonneRogers
6 VisualizingtheMolecularWorld–Design,Evaluation,
andUseofAnimations..........................................103
RoyTaskerandRebeccaDalton
7 EngineeringInstructionalMetaphorsWithinVirtualEnvironments
toEnhanceVisualization........................................133
DebbieDeniseReese
v
vi Contents
8 TeachingChemistrywithandWithoutExternalRepresentations
inProfessionalEnvironmentswithLimitedResources..............155
LilianaMammino
SectionCLearningwithExternalRepresentations ....................187
JohnK.Gilbert
9 The Educational Value of Multiple-representations
whenLearningComplexScientificConcepts ......................191
ShaaronAinsworth
10 LearningChemistryUsingMultipleExternalRepresentations.......209
MaryB.NakhlehandBrianPostek
11 Representational Resources for Constructing Shared
UnderstandingsintheHighSchoolChemistryClassroom...........233
VeraMichalchik,AndersRosenquist,RobertKozma,PattyKreikemeier
andPatriciaSchank
12 VisualizationWithoutVision:StudentswithVisualImpairment .....283
M.GailJonesandBethanyBroadwell
13 WhenanImageTurnsintoKnowledge:TheRoleofVisualization
inThoughtExperimentation ....................................295
MiriamReinerandJohnGilbert
AbouttheAuthors..................................................311
SubjectIndex ......................................................317
AuthorIndex ......................................................319
Contributors
ShaaronAinsworth University of ChristopherA.Kurby
Nottingham,UK UniversityofMemphis,USA
Shaaron.Ainsworth@nottingham. [email protected]
ac.uk
LilianaMammino
BethanyBroadwell UniversityofVenda,
NorthCarolinaStateUniversity,USA RepublicofSouthAfrica
[email protected] [email protected]
BrianCoppola VeraMichalchik
UniversityofMichigan,USA SRIInternational,USA
[email protected] [email protected]
RebeccaDalton MaryB.Nakhleh
UniversityofWesternSydney,Australia PurdueUniversity,USA
[email protected] [email protected]
JohnK.Gilbert KatherineO’Doherty
TheUniversityofReading,UK NorthwesternUniversity,USA
[email protected] [email protected]
M.GailJones BrianPostek
NorthCarolinaStateUniversity,USA PurdueUniversity,USA
[email protected] [email protected]
RobertKozma DavidN.Rapp
SRIInternational,USA Northwestern University, USA,
[email protected] [email protected]
[email protected]
PattyKreikemeier
LawrenceHallofScience,UCBerkeley DebbieDeniseReese
USA WheelingJesuitUniversity,USA
[email protected] [email protected]
vii
viii Contributors
MiriamReiner PatriciaSchank
Technion,Israel SRIInternational,USA
[email protected] [email protected]
RoyTasker
YvonneRogers
UniversityofWesternSydney,Australia
OpenUniversity,UK
[email protected]
[email protected]
DavidH.Uttal
AndersRosenquist Northwestern University, USA,
SRIInternational,USA [email protected]
[email protected] [email protected]
Introduction
JohnK.Gilbert,MiriamReinerandMaryNakhleh
Interest in the educational value of material objects, pictures, diagrams, tables,
graphs and the like, in science education has increased greatly in recent years
(Gilbert, 2005). This has been facilitated to a large extent by the exponentialrise
in the memory capacity of personal computers and to the associated investment
madeinsoftwaredevelopment,whichhavecombinedtoenablemajorinnovations
in instructional techniques to take place. For any educational innovation to suc-
ceed – to be widely adopted and persistently practiced – three associated aspects
ofanypedagogicinnovationhavetobeinitiallyaddressed.Practical,user-friendly,
examplesoftheinnovationmustbedeveloped,triedoutinclassrooms,andtheiruse
evaluated.Thecontributionoftheinnovationtothecurriculummustbeexplored–
an identification of where the innovation may be used either to improve existing
educationalpracticeor to providenew formsof instruction.Whyan innovationis
successful – why it makes a worthwhilecontributionto learning– must be estab-
lished.Thesethreeaspectsareinter-relatedandshouldbemutuallyreinforcing.The
biggest issue of all – the provision of widespread and effective opportunities for
teacher‘continuingprofessionaldevelopment’in respectofthe innovation– must
beaddressedfromtheoutset.
The problem in many such cases, and certainly the case here, is that each one
of these aspects is taken as a focus for work by a differentacademic community.
The development of practical examples of such innovations is undertaken by the
sciencecommunity,oftenprimarilyinterestedintheirusewithinscientificresearch
andperhapssecondarilyintheiruseinthetrainingoffuturescientists.Thecurric-
ularcontributionoftheseinnovationsandopportunitiesforcontinuingprofessional
developmentreceivestheattentionofthescienceeducationcommunity.Thenature
of their contribution to learning is seen as the province of the cognitive science
community.Thesuccessofthistypeofinnovationishinderedbecausethesecom-
munities are not in any systematic direct contact with each other. We believe that
oneofthestrengthsofthisbookisthatitbringstogetheracollectionofpapersthat
containthe theoreticalperspectives,understandings,and frameworksof severalof
JohnK.Gilbert
InstituteofEducation,TheUniversityofReading,UK
J.K.Gilbertetal.(eds.),Visualization:TheoryandPracticeinScienceEducation,1–2.
(cid:2)C Springer2008 1