Bøger i Models and Modeling in Science Education serien

This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators' notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels. The content tackles the conceptual and linguistic difficulties of learning biology at each level-macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students' reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today's world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age.

The book takes a closer look at the theoretical and empirical basis for a competence-based view of models and modeling in science learning and science education research.

Science education at school level worldwide faces three perennial problems that have become more pressing of late. 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.

This book covers the current state of thinking and what it means to have a framework of representational competence and how such theory can be used to shape our understanding of the use of representations in science education, assessment, and instruction.

It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction. It presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms.

This book covers the current state of thinking and what it means to have a framework of representational competence and how such theory can be used to shape our understanding of the use of representations in science education, assessment, and instruction.

This book examines the diverse use of visual representations by teachers in the science classroom.

This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education.

This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. It is the first book specifically on visualization in science education. The book draws on the insights from cognitive psychology, science, and education, by experts from five countries.

This book examines the diverse use of visual representations by teachers in the science classroom.

This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. It is the first book specifically on visualization in science education. The book draws on the insights from cognitive psychology, science, and education, by experts from five countries.

External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. This book brings together the insights of practicing scientists, science education researchers, computer specialists, and cognitive scientists, to produce a coherent overview.

In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching.

The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education.

The process of developing models, known as modeling, allows scientists to visualize difficult concepts, explain complex phenomena and clarify intricate theories. Models and Modeling: Cognitive Tools for Scientific Enquiry is a comprehensive introduction to the use of models and modeling in science education.

In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching.

It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction. It presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms.

External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. This book brings together the insights of practicing scientists, science education researchers, computer specialists, and cognitive scientists, to produce a coherent overview.

This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning.