By John K. Gilbert, Miriam Reiner, Mary Nakhleh
Exterior representations (pictures, diagrams, graphs, concrete versions) have consistently been worthy instruments for the technology instructor. This booklet brings jointly the insights of practising scientists, technological know-how schooling researchers, computing device experts, and cognitive scientists, to provide a coherent evaluation. It hyperlinks shows approximately cognitive concept, its implications for technology curriculum layout, and for studying and educating in school rooms and laboratories.
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Additional resources for Visualization: Theory and Practice in Science Education (Models and Modeling in Science Education)
Example text
Rapp, C. A. Kurby copy’ of the skyline accessed from memory. Some representations can be quite detailed and convey meaning in a very direct way, as exemplified by the intricate renderings of an architectural blueprint or the delicate brushstrokes of a painting. Other representations can be more abstract, and interpretations of such work must be derived in ways that rely less on surface characteristics. , views and beliefs) associated with the flags of a nation, or the geometric shapes that, taken together, convey emotion in cubist artwork.
The amodal view of mental representations likens knowledge to a set of nodes in memory. These nodes hold information in some abstract form, composed of arbitrary symbols (which we will refer to as amodal symbols) that are not related in any systematic way to our real-world experiences of them (Anderson & Lebiere, 1998; Graesser & Clark, 1985; Newell & Simon, 1972; Pylyshyn, 1981; Van Dijk & Kintsch, 1983). An appropriate analogy might be to think about the way 2 The ‘Ins’ and ‘Outs’ of Learning 37 most words are related to their underlying concepts.
K. (1991). The use of analogue models by students of chemistry at higher education level. International Journal of Science Education, 22(9), 1011–1026. Johnstone, A. H. (1993). The development of chemistry teaching: a changing response to a changing demand. Journal of Chemical Education, 70(9), 701–705. , & Gilbert, J. K. (2002). Modelling, teachers’ views on the nature of modelling, and implications for the education of modellers. International Journal of Science Education, 24(4), 369–387. Kosma, R.