This study investigated eight experienced science teachers' and eight senior high school students' metavisualization when they drew models to represent their concepts of carbon cycling. Qualitative data collection techniques including think-aloud tasks and follow-up retrospective interviews were employed. The purposes of the study included: (1) to…

Research has indicated the importance of representational competence for learning science. Issues related to the nature of students' representational competence, such as how they demonstrate representational competence across different domains of science, require investigation. In the present study, four aspects of representational competence…

Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital…

Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11…

Computer-based simulations are of particular interest to physics learning because they allow learners to actively manipulate graphical visualizations of complex phenomena. However, learning with simulations requires supportive elements to scaffold learners' activities. Thus, our motivation was to investigate whether direct or indirect…

We explored whether existing curricula can be adapted to increase students' skills at comprehending and learning from diagrams using an intervention delivered by regular middle-school teachers in intact classrooms. Ninety-two teachers in three states implemented our modified materials over six curricular units from two publishers: "Holt"…

The role of visualization and model-based reasoning has become increasingly significant in science education across a range of contexts. It is generally recognized that supporting learning in developing causal explanations for observed astronomical events presents considerable pedagogic challenge. Understanding the Sun's apparent movement…

In secondary science education, the learning and teaching of coherent conceptual understanding are often problematic. Context-based education has been proposed as a partial solution to this problem. This study aims to gain insight into the development of conceptual coherence and how context-embedded learning-teaching activities (LT) can promote…

In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome…

This paper, from the UK group in the STTIS (Science Teacher Training in an Information Society) project, describes research into the nature of teachers' transformations of computer modeling, and the development of related teacher training materials. Eight teacher case studies help to identify factors that favor or hinder the take-up of innovative…

Investigated were the problems of whether a sex difference in spatial visualization ability exists among early adolescent students (ages 11-13), and whether the spatial visualization ability of these boys (N=32) and girls (N=27) is differentially affected by instruction. (HM)

Replicated a study to determine if a sex difference in spatial visualization ability exists among grade six students verging on adolescence and if instruction differentially affects boys/girls at this age. Although instruction significantly affected boys/girls in grades seven to eight, current results do not support the same interaction among…

Investigated was the relationship between spatial visualization and cognitive development in a sample of 88 Australian freshman teacher education students. Results support the hypothesis that enhanced capacity to visualize is an outcome of overall cognitive development. (HM)

Discusses a study which was designed to examine if spatial-visual skills are related to learning the volume concept and if a particular mode of presentation for teaching volume is preferable for students of differing spatial ability. Results indicate that students of low visual orientation benefit if volume is taught before area and length. (ML)