Titlebook: Science Teachers’ Use of Visual Representations; Billie Eilam,John K. Gilbert Book 2014 Springer International Publishing Switzerland 2014

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Slowmation: A Process of Explicit Visualizationers’ development of their professional knowledge about teaching science through visualization is evident in the use of slowmation. This chapter considers the conceptual basis of slowmation and illustrates how through a process of visualization, images of teaching about science are able to be made bo

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Secondary Biology Teachers’ Use of Different Types of Diagrams for Different Purposes’ instructional use of diagrams, classroom observations were conducted in one state senior high school in Western Australia. A total of 120 lessons in Grades 9–12 taught by five biology teachers were analyzed to produce three assertions that illustrate the instructional practice of using diagrams in

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Teaching Stoichiometry with Particulate Diagrams – Linking Macro Phenomena and Chemical Equationsl understanding of the chemistry triplet (i.e. macro, submicro and symbolic). We start by discussing students’ difficulties in understanding macro phenomena, submicro and symbolic representations that are relevant to the learning of stoichiometry. Then we argue that a teaching sequence starting with

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Visualizations in Popular Books About Chemistryry in all aspects of life – personal, social, economic. This has carried implications for the range of themes on which provision of chemical education is desirable. Second, not only has formal chemical education been recognized as being less successful than would be hoped, but also the inadequate pr

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