Learning about science requires the coordination of a complex set of cognitive, affective, and motivational strategies and skills. In a number of studies around the world on making science learning attractive to young people, scholars have consistently pointed to the need to recognise the importance of understanding the development of adolescent cognitive, social and physiological domains. These studies suggest that instruction in science requires special attention to these changes as well as the skills the digital generation bring to the classroom. It is in this context that visualisation in the teaching and learning of science finds itself an important role. Visualisation, meaning both the perception of an object and the mental imagery that is the perception, is important in science which seeks causal explanations for phenomena in the world as experienced. But before we consider examples of the use of visualisation in the teaching of science (and technology) please read the publication Teaching Science (2007) published by the International Academy of Education and the International Bureau of Education. The summaries and recommendations they make at the end of every chapter are relevant to the use of visualisation.