Designing Effective Visualizations for Elementary School Science

Autor/inn/en	Kali, Yael; Linn, Marcia C.
Titel	Designing Effective Visualizations for Elementary School Science
Quelle	In: Elementary School Journal, 109 (2008) 2, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/590525
Schlagwörter	Elementary School Science; Science Instruction; Visualization; Computer Uses in Education; Technology Integration; Educational Technology; Visual Stimuli; Knowledge Level; Middle Schools; Secondary School Science; Scientific Principles; Design; Concept Formation; Animation; Thermodynamics; Biodiversity; Astronomy; Inquiry; Data Analysis; Elementary School Students; Science Process Skills; Models; Energy; Computer Software; Earth Science; Weather + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Visualisation; Visualisierung; Computernutzung; Unterrichtsmedien; Wissensbasis; Middle school; Mittelschule; Mittelstufenschule; Concept learning; Begriffsbildung; Thermodynamik; Biodiversität; Astronomie; Auswertung; Analogiemodell; Energie; Earth sciences; Geowissenschaften; Wetter
Abstract	Research has shown that technology-enhanced visualizations can improve inquiry learning in science when they are designed to support knowledge integration. Visualizations play an especially important role in supporting science learning at elementary and middle school levels because they can make unseen and complex processes visible. We identify 4 principles that can help designers and teachers incorporate visualizations into curriculum materials. These principles call for (a) reducing visual complexity to help learners recognize salient information, (b) scaffolding the process of generating explanations, (c) supporting student-initiated modeling of complex science, and (d) using multiple linked representations. We describe the principles, discuss patterns combining the principles, and give examples from several science disciplines. (Contains 9 figures.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10