000 04149nam a22003735i 4500
001 281580
003 MX-SnUAN
005 20160429154112.0
007 cr nn 008mamaa
008 150903s2005 ne | o |||| 0|eng d
020 _a9781402036132
_99781402036132
024 7 _a10.1007/1402036132
_2doi
035 _avtls000334418
039 9 _a201509030246
_bVLOAD
_c201404120745
_dVLOAD
_c201404090524
_dVLOAD
_y201402041148
_zstaff
040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aLC8-6691
100 1 _aGilbert, John K.
_eeditor.
_9307382
245 1 0 _aVisualization in Science Education /
_cedited by John K. Gilbert.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2005.
300 _axxxIx, 346 páginas
_brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aModels and Modeling in Science Education ;
_v1
500 _aSpringer eBooks
505 0 _aThe Significance of Visualization in Science Education -- Visualization: A Metacognitive Skill in Science and Science Education -- Prolegomenon to Scientific Visualizations -- Mental Models: Theoretical Issues for Visualizations in Science Education -- A Model of Molecular Visualization -- Leveraging Technology and Cognitive Tehory on Visualization to Promote Students’ Science -- Developing the Skills of Visualization -- Teaching and Learning with Three-dimensional Representations -- Students Becoming Chemists: Developing Representationl Competence -- Imagery in Physics Learning - from Physicists’ Practice to Naive Students’ Understanding -- Imagery in Science Learning in Students and Experts -- Integrating Visualization Into Curricula in the Sciences -- Learning Electromagnetism with Visualizations and Active Learning -- Visualizing the Science of Genomics -- Visualization in Undergraduate Geology Courses -- Assessing the Development of Visualization Skills -- Evaluating the Educational Value of Molecular Structure Representations -- Assessing Learning from the Use of Multimedia Chemical Visualiztion Software -- Endpiece: Research and Development on Visualization in Science Education.
520 _aVisualization, meaning both the perception of an object that is seen or touched and the mental imagery that is the product of that perception, is believed to be a major strategy in all thought. It is particularly important in science, which seeks causal explanations for phenomena in the world-as-experienced. Visualization must therefore play a major role in science education. This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. ‘Visualization in Science Education’ draws on the insights from cognitive psychology, science, and education, by experts from Australia, Israel, Slovenia, UK, and USA. It unites these with the practice of science education, particularly the ever-increasing use of computer-managed modelling packages, especially in chemistry. The first section explores the significance and intellectual standing of visualization. The second section shows how the skills of visualization have been developed practically in science education. This is followed by accounts of how the educational value of visualization has been integrated into university courses in physics, genomics, and geology. The fourth section documents experimental work on the classroom assessment of visualization. An endpiece summarises some of the research and development needed if the contribution of this set of universal skills is to be fully exploited at all levels and in all science subjects.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9781402036125
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/1-4020-3613-2
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c281580
_d281580