By David F. Treagust, Chi-Yan Tsui

ISBN-10: 940074191X

ISBN-13: 9789400741911

ISBN-10: 9400741928

ISBN-13: 9789400741928

This new book within the types and Modeling in technology schooling sequence synthesizes a wealth of overseas examine on utilizing a number of representations in biology schooling and goals for a coherent framework in utilizing them to enhance higher-order studying. Addressing a tremendous hole within the literature, the quantity proposes a theoretical version for advancing biology educators’ notions of ways a number of exterior representations (MERs) akin to analogies, metaphors and visualizations can most sensible be harnessed for bettering educating and studying in biology in any respect pedagogical levels.

The content material tackles the conceptual and linguistic problems of studying biology at every one level—macro, micro, sub-micro, and symbolic, illustrating how MERs can be utilized in instructing throughout those degrees and in a number of combos, in addition to in differing contexts and subject components. The suggestions defined may also help scholars’ reasoning and problem-solving abilities, improve their skill to build psychological types and inner representations, and, eventually, will help in expanding public realizing of biology-related concerns, a key objective in today’s international of urgent matters over societal difficulties approximately meals, surroundings, power, and healthiness. The booklet concludes by means of highlighting very important features of study in organic schooling within the post-genomic, details age.

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A. ). (2008). Model based learning and instruction in science. Dordrecht, The Netherlands: Springer. , & Carter, G. (2008). The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations. Science Education, 92 (5), 848. Dagher, Z. R. (1994). Does the use of analogies contribute to conceptual change? Science Education, 78(6), 601–614. , Ainsworth, S. , et al. (1998). Acquiring knowledge in science and mathematics: The use of multiple representations in technology-based learning environments.

1 to identify which ways of reasoning (R) they think are necessary to use their conceptual knowledge (R-C) to make sense of the ER (R-M). 1, B6) in order to obtain greater insight into the nature and purpose of the experiment and the underpinning molecular processes. 1, B7) (Scho¨nborn & Bo¨geholz, 2009) to place the kinetic process being studied in the context of a living system. In so doing, they achieve a deeper analysis of the graph. 1) and related representations of relevance to the ER can significantly facilitate student interpretation of ERs.

Treagust Indeed, the authors of this volume, particularly those of the chapters in Part III (on assessment of learning and teaching), have discussed some of these methods for assessing learning with MERs that could bridge or narrow the gaps between learning with MERs discussed in Part I and teaching with MERs in Part II. The alignment of learning and teaching involving MERs of complex phenomena is likely to contribute to biology teacher education in terms of developing the teachers’ pedagogical content knowledge.

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Multiple Representations in Biological Education by David F. Treagust, Chi-Yan Tsui

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