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The Contribution of Visualisation to Modelling-Based Teaching

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Modelling-based Teaching in Science Education

Part of the book series: Models and Modeling in Science Education ((MMSE,volume 9))

Abstract

Both the creation of models and their communication to other people involve visualisations. These are, respectively, ‘internal’ (or mental) and ‘external’ (or public) representations , with the latter confusingly also being called visualisations. Perceptions by one of the five senses provide external representations. The modes of external representation of particular importance in science education are the: gestural, concrete, static visual (pictures, diagrams, graphs, mathematical and chemical equations), dynamic visual (drama, animation, simulation), oral and auditory. The skills and abilities that constitute meta-visual competence in the modes are reviewed in this chapter, for they enable the central element of modelling – the design and conduct of thought experiments – to take place. Consequently, the skills and abilities of both modelling and of visualisation are mutually developed and employed during MBT.

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Notes

  1. 1.

    Horizon is a BBC series exploring topical scientific and philosophical issues and their effects for the future, which has been broadcasted since 1964.

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  1. The University of Reading, Berkshire, UK

    John K. Gilbert

  2. Universidade Federal de Minas Gerais, Belo Horizonte, Brazil

    Rosária Justi

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Gilbert, J.K., Justi, R. (2016). The Contribution of Visualisation to Modelling-Based Teaching. In: Modelling-based Teaching in Science Education. Models and Modeling in Science Education, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-319-29039-3_7

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