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Visualization in research and science teachers’ professional development
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Engineering and Chemical Sciences. Stockholm University. (SMEER)
China.
2014 (English)In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 15, no 2Article in journal (Refereed) PublishedText
Abstract [en]

Based on the importance and widely use of visualization in science, this article has a three-fold aim related to the terms of visualization, representation and model that in recent years have been introduced to the field of science education without clear differentiation. Firstly, the three terms are discussed with examples to provide a common ground for the following discussion. Secondly, the roles of visualization in science education are delineated to inform teachers how visualization can be used to enhance their teaching and students’ learning in science. Thirdly, based on visualization research in science education, there are a number of aspects that we need to consider while embedding the proposed visualization into the development of teachers’ professional knowledge. We hope to contribute to pre-and in-service science teachers’ professional development linked to the use of visualization in science education. © 2014 HKIEd APFSLT.

Place, publisher, year, edition, pages
Hong Kong Institute of Education , 2014. Vol. 15, no 2
Keyword [en]
Science education; Teacher' professional knowledge; Teachers' professional development; Visualization
National Category
Learning Natural Sciences
Research subject
Education; Chemical Engineering
Identifiers
URN: urn:nbn:se:kau:diva-43044ScopusID: 2-s2.0-84926466587OAI: oai:DiVA.org:kau-43044DiVA: diva2:944626
Available from: 2016-06-29 Created: 2016-06-15 Last updated: 2016-06-30Bibliographically approved

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Shu-Nu, Chang-Rundgren
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