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Leveraging Technology and Cognitive Tehory on Visualization to Promote Students’ Science

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Book cover Visualization in Science Education

Part of the book series: Models and Modeling in Science Education ((MMSE,volume 1))

Abstract

This chapter defines visualization as it is used in psychology and education. It delineates the role of visualization research in science education as being primarily concerned with external representations and how to best support students’ while learning with visualizations. In doing so, relevant literature from Cognitive Science is reviewed. Two science education projects, namely, Making Thinking Visible and Modeling Across the Curriculum are then described as exemplars of projects that leverage cognitive theory and technology to support students’ science learning and scientific literacy.

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Author information

Authors and Affiliations

  1. The Concord Consortium, Concord, MA, USA

    Janice D Gobert

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  1. Janice D Gobert
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Editor information

Editors and Affiliations

  1. The University of Reading, UK

    John K. Gilbert

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Gobert, J.D. (2005). Leveraging Technology and Cognitive Tehory on Visualization to Promote Students’ Science. In: Gilbert, J.K. (eds) Visualization in Science Education. Models and Modeling in Science Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3613-2_6

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