000			04055nam a22003975i 4500
001			312500
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008			150903s2010 ne | o |||| 0|eng d
020			_a9789048188161 _99789048188161
024	7		_a10.1007/9789048188161 _2doi
035			_avtls000365603
039		9	_a201509030655 _bVLOAD _c201405070415 _dVLOAD _y201402211256 _zstaff
040			_aMX-SnUAN _bspa _cMX-SnUAN _erda
050		4	_aLC8-6691
100	1		_aPhillips, Linda M. _eautor _9354227
245	1	0	_aVisualization in Mathematics, Reading and Science Education / _cby Linda M. Phillips, Stephen P. Norris, John S. Macnab.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2010.
300			_axiv, 106 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, _x1871-2983 ; _v5
500			_aSpringer eBooks
505	0		_aAn Introduction To Visualization -- A Commonsense View and Its Problems -- A History of Visualization in Psychology and Science -- The Concept of Visualization -- Cognitive Theory -- Current Educational Research -- Visualizations and Mathematics -- Visualizations and Reading -- Visualizations and Science -- Cautions and Recommendations -- Research and Guidelines on Computer-Generated Visualizations -- Concluding Comments, Recommendations, and Further Considerations.
520			_aVisualizations—either self-created or external visual stimuli used as an aid to learning—are probably as old as learning itself. Yet surprisingly little research has been done either into how precisely they help us learn, or how to produce ones that are effective pedagogical tools. This volume, a comprehensive review of theory and research on the use of visualization in mathematics, science and reading, contrasts the two dominant theoretical paradigms of how people construct and interpret visualizations. However, the authors never lose sight of practical applications, providing frequent, accessible synopses of research findings in addition to succinct summaries of how the research affects practice. Written by a team with decades of experience in research and practice in the three subjects, the chapters show how cognitive psychology can enhance practical pedagogy, place visualizations in their proper historical context, and analyze in detail the effectiveness of paper-, computer- and video-based visualizations, with some surprising results. The book is published at a time when, it seems, there is no limit to the art of creating visualizations, as powerful computers make graphics ever more colorful and realistic and ‘interactivity’ is firmly established as a buzzword in the educational lexicon. The aim of the volume is to explore some central questions in the field, including how to evaluate visualizations and whether or not they can act as an aid to reading development, and to mathematics and science learning. The authors also point to potentially fruitful subjects for future research, and offer their own conclusions and recommendations. As the debate continues over the value of visualizations, with polarized arguments on the one hand lauding them and on the other dismissing them as gimmicks, this book introduces a voice of reason to the discussion that will be welcomed by psychologists and educationalists alike.
590			_aPara consulta fuera de la UANL se requiere clave de acceso remoto.
700	1		_aNorris, Stephen P. _eautor _9354228
700	1		_aMacnab, John S. _eautor _9354229
710	2		_aSpringerLink (Servicio en línea) _9299170
776	0	8	_iEdición impresa: _z9789048188154
856	4	0	_uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-90-481-8816-1 _zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
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999			_c312500 _d312500