This book covers the current state of thinking and what it means to have a framework of representational competence and how such theory can be used to shape our understanding of the use of representat
This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the noti
Building on the major research interest of the authors for over 20 years, this volume reflects on what has been achieved at world-level in the demanding field of models and modeling in science educati
This book examines the diverse use of visual representations by teachers in the science classroom. It contains unique pedagogies related to the use of visualization, presents original curriculum mater
This text is a comprehensive introduction to the use of models and modeling in science education. It identifies and describes many different modeling tools and presents recent applications of modeling
Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the mac
External representations (pictures, diagrams, graphs, concrete models) have always been valuable tools for the science teacher. This book brings together the insights of practicing scientists, science
This book addresses key issues concerning visualization in the teaching and learning of science at any level in educational systems. It is the first book specifically on visualization in science educa
(內容簡介)讀寫能力，是二十一世紀知識社會的共通貨幣讀寫能力，是二十一世紀知識社會的共通貨幣。讀寫能力不足，將難以參與並融入這個社會。普及讀寫教育，是社會公平的基石，在升學壓力以及屏幕產品圍攻的大環境下，扭轉讀寫教育所面臨的危機，比以往更為迫切。本書提供美國讀寫教育的現場實作，可以帶給臺灣諸多觀念上的啟發，重新思考讀寫教育的價值。──✦──讀寫教育不必等到入學以後才開始美國小兒科醫學會指出，親子共讀可以從六個月大開始；美國幼教協會（National Associaion of Education for Young Children）指出，寫作練習可以從兩歲開始。讀與寫應該從小成為生活的一部分，寫作練習也不必很困難複雜。例如給寶寶一支蠟筆，讓他們邊聽故事邊塗鴉，培養「把想法形諸紙張」的意識，就是最早的寫作練習。──✦──讀與寫，能讓大腦變聰明！愈早開始愈好美國國民教育為十三年，從Kindergarten開始，通常簡寫為K，相當於臺灣學制中的幼兒園大班。各州學制稍有不同，小學通常是一到五年級、中學是六到八年級、高中是九到十二年級。因此本書的「學前」是指五歲以下，「小學中低年級」是K到二年級，「小學中高年級」是三到五年級，「中學」是六到八年級，「高中」是九到十二年級，「大學」及「成人教育」則與臺灣相同。這六個階段，都各有適齡的讀寫教育方案與目標。本書以年齡段劃分為六章，逐章介紹這六個階段的真實現場：第一章介紹零歲到學前的讀寫教育，說明讀寫教育應該儘早開始。雖然親子共讀日漸普及，但幼兒閱讀力差距仍然存在，本章展示了弭平差距的實際做法。例如，紐約一群兒科醫師，對帶幼兒來看診的高風險家庭，除了指導家長理解嬰幼兒發展指標，也請家長與孩子一起閱讀，增進親密互動。經過評估，參加「閱讀療法」的孩子，比沒有參加的孩子，有更好的學習力與專注力，出現分離焦慮、過動、暴力的比例也最低。研究顯示，閱讀是零歲開始讓大腦變聰明的最佳預防醫學。第二章進一步綜合相關研究，探討讀寫教育如何改變成長中的大腦結構。專家與學校為K到二年級這階段的學生設計讀寫系列課程，發現經過三個月練習，孩子們不但讀寫力進步，斷層掃描更顯示「大腦結構有明顯改變」、「與記憶理解有關的皮質增厚」，證實讀寫教育能改變大腦結構，讓孩子「變聰明」，學習力因而提升。並介紹美國小學中低年級的教學現場，如何為學生的讀寫力打下好基礎。第三章說明
