Visualization in science education
By J. Gilbert. 2005
394 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Safety Research, Speech and Hearing
View Paper: https://www.semanticscholar.org/paper/4fc0cfaccc0961587d44f3ff09f6c41f7c8db475
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In Developmental and Educational Psychology
In Safety Research
In Speech and Hearing
Citations in the corpus
- Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012, background): “There is extensive research on what and how students learn from interpreting expert representations (Ainsworth, 2006, 2008a, 2008b, 2008c; Gilbert, 2005), with strong theoretical justifications for why this learning is enabled (Ainsworth, 1999; Mayer, 2003; Paivio, 1986), drawing on cognitive…”
- Synthesis of Discipline-Based Education Research in Physics. (2014, background): “Studies of TEAL indicate higher learning gains on pre- and post-tests of multiple-choice conceptual questions (which were adapted from a variety of research-based sources) and a lower failure rate than the traditional course structure [249,335].”
- Effects of jigsaw and animation techniques on students’ understanding of concepts and subjects in electrochemistry (2010, background): “Animation models can be viewed by students at the computer terminal, in their own time, and as many times as desired, or in the classroom by projection (Dasdemir et al. 2008; Gilbert 2005; Theall 2003).”
- What Teachers of Science Need to Know about Models: An overview (2011, background): “…authors consider modelbased views of scientific theory and scientific enquiry valid in depicting the practice of science (Bailer-Jones, 2002; Giere, 1988, 1999a; Gilbert, 2005a; Grandy, 2003; Magnani & Nersessian, 2002; Magnani, Nersessian, & Thagard, 1999; van der Valk, van Driel, & de Vos, 2007).”
- Development of an Instrument Designed to Investigate Elements of Science Students’ Metacognition, Self‐Efficacy and Learning Processes: The SEMLI‐S (2008, background): “…example, knowledge, control and awareness of learning processes (Baird, 1990; Thomas & McRobbie, 2001) and the ability to think about one’s thinking (Gilbert, 2005), with Blank (2000) positing additionally that students’ consideration of the status of their science ideas also constitutes an aspect…”