Visual data and their use in science education /
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| Other Authors: | , |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2013]
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| Subjects: | |
| Online Access: |
Full text (Emmanuel users only) |
Table of Contents:
- Section 1. Brain functioning and conceptual change
- section 2. Preservice science teacher preparation and visual data
- section 3. Using visual data with students.
- Foreword / Gayle A. Buck
- Introduction / Kevin D. Finson and Jon E. Pedersen
- The role of visualization in conceptual learning and conceptual change / O. Roger Anderson and Julie Contino
- A cognitive perspective on conceptual change in science / Crystal Bruxvoort and James Jadrich
- Applying Vosniadou's conceptual change model to visualizations on conceptions of scientists / Kevin D. Finson and Donna Farland-Smith
- Reconsideration of the DASTT-C / Nathan G. Carnes
- Education rather than training: cognitive pluralism and preservice science teacher education / Joanne K. Olson
- Using visual data to investigate influences on preservice teachers' attitudes about scientists / Christine D. Tippett and Todd Milford
- Innovations in computer-based simulations to promote science learning / Fernand Brunschwig and Lea B. Accalogoun
- A comprehensive literature review on students' conceptual understandings enhanced through technology instruction / Kathy Cabe Trundle and Mesut Saçkes
- Revealing data in science: using and teaching about data-based graphics for analysis and display / Anne E. Egger and Anthony Carpi
- Learning to do geospatial data visualization in science classrooms / Josh Radinsky, Jennifer Mundt Leimberer, and Carlos Rodriquez
- Optimizing "super graphics" for effective informal scientific visualization displays / Renee M. Clary and James H. Wandersee
- Theory, practice, and challenges for teaching visual literacy in science: through the lens of content area literacy / Erin M. McTigue and Julianne M. Coleman
- Exploring the use of visual data to uncover science students' conceptions of an engineer and engineering / Brenda M. Capobianco and Stephen L. Thompson.