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Visualization in research and science teachers’ professional development
Stockholm University, Faculty of Social Sciences, Department of Education. Karlstad University, Sweden.
2014 (English)In: Asia-Pacific Forum on Science Learning and Teaching, ISSN 1609-4913, E-ISSN 1609-4913, Vol. 15, no 2, 2Article in journal (Refereed) Published
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.

Place, publisher, year, edition, pages
2014. Vol. 15, no 2, 2
Keyword [en]
visualization, science education, teacher’ professional knowledge, teachers’ professional development
National Category
Research subject
Didactic Science for Teachers and Teaching Professions
URN: urn:nbn:se:su:diva-123266OAI: diva2:872889
Available from: 2015-11-20 Created: 2015-11-20 Last updated: 2015-11-25Bibliographically approved

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Chang Rundgren, Shu-Nu
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