Titlebook: Visualization: Theory and Practice in Science Education; John K. Gilbert,Miriam Reiner,Mary Nakhleh Book 2008 Springer Science+Business Me

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Book 2008ter specialists, and cognitive scientists, to produce a coherent overview. It links presentations about the cognitive theory of representation and visualization, its implications for science curriculum design, and for learning and teaching in classrooms and laboratories..

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ADAGE

Comprehending and Learning from ‘Visualizations’: A Developmental Perspective

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Teaching Chemistry with and Without External Representations in Professional Environments with Limit

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Visualization: Theory and Practice in Science Education

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Visualization: An Emergent Field of Practice and Enquiry in Science Educatione of science education. The chapter is concerned with the challenges that students face in understanding the three ‘levels’ at which models can be represented – ‘macro’, ‘sub-micro’, ‘symbolic’ – and the relationships between them. A model can, at a given level, be expressed in ‘external representat

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Seeing Through Touch: The Role of Haptic Information in VisualizationResults reported here show that local touch is translated into gestalt whole visualized patterns. It further shows that haptics, perception through touch, has semantics and that specific force patterns that constitute haptic interactions act as elements of information that are translated into visual

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Using External Visualizations to Extend and Integrate Learning in Mobile and Classroom Settingss been made possible using the desktop PC. “Visualizations” can be presented or accessed via mobile devices or ambient displays at opportune times that can be pertinent to an ongoing physical activity. This chapter examines how external representations can be designed, accessed and interacted with t