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008			100907s2010 ne | s |||| 0|eng d
020			_a9789048188161 _9978-90-481-8816-1
040			_cMX-MeUAM
050		4	_aLC8-6691
082	0	4	_a507.1 _223
100	1		_aPhillips, Linda M. _eauthor.
245	1	0	_aVisualization in Mathematics, Reading and Science Education _h[recurso electrónico] / _cby Linda M. Phillips, Stephen P. Norris, John S. Macnab.
264		1	_aDordrecht : _bSpringer Netherlands : _bImprint: Springer, _c2010.
300			_aXIV, 106 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aModels and Modeling in Science Education, _x1871-2983 ; _v5
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.
650		0	_aEducation.
650		0	_aScience _xStudy and teaching.
650	1	4	_aEducation.
650	2	4	_aScience Education.
700	1		_aNorris, Stephen P. _eauthor.
700	1		_aMacnab, John S. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789048188154
830		0	_aModels and Modeling in Science Education, _x1871-2983 ; _v5
856	4	0	_zLibro electrónico _uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-90-481-8816-1
596			_a19
942			_cLIBRO_ELEC
999			_c205725 _d205725