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Models and modeling in scie...
Visualizations-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
Monografía
monografia Rebiun36312518 https://catalogo.rebiun.org/rebiun/record/Rebiun36312518 m o d | cr -n--------- 100907s2010 nyu ob 001 0 eng d 1-280-00278-6 9786613003041 90-481-8816-4 10.1007/978-90-481-8816-1 doi CBUC 991000726312106712 UPVA 996880313103706 UAM 991007633859804211 UCAR 991007760745904213 CBUC 991004876845806711 CBUC 991010401545606709 CBUC 991003518049206714 CBUC 991004009488606713 MiAaPQ eng rda pn MiAaPQ MiAaPQ eng JNU bicssc PD bicssc SCI063000 bisacsh 153.32 507.1 Phillips, Linda M. 1952-) Models and modeling in science education visualization in mathematics, reading and science education Linda M. Phillips, Stephen P. Norris, John S. Macnab 1st ed. 2010 New York Springer Science 2010 New York New York Springer Science 1 online resource (111 p.) 1 online resource (111 p.) Text txt computer c online resource cr RNA technologies Description based upon print version of record Includes bibliographical references and index An 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 Visualizations-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 English Science- Study and teaching- Simulation methods Mathematics- Study and teaching- Simulation methods Norris, Stephen P. Macnab, John S. Models and Modeling in Science Education (CKB)3400000000128053 2213-2260 90-481-8815-6 RNA technologies