Science Education

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.
IDevice Icon Activity 4.7

Read Teaching Science and answer the questions below:

1. In Chapter 5, UNESCO makes a set of recommendations on teaching strategies that helps learners in their appreciation and understanding of science. Not all recommendations can be met through visualisation - please mark which of the following recommendations are amenable to applying visualisation techniques (Yes or No)

UNESCO Recommendations




1. Employ discrepant events to engage learners with concrete phenomena, activate their interest, and help them become aware of the conflicts between their thinking and accepted scientific concepts.



2. Use teaching strategies that include familiar analogies, metaphors, and physical models to guide learners toward accepted scientific concepts.



3. Conduct frequent assessments as a seamless part of teaching and use the results to modify instructional experiences for groups and individual learners.



4. Determine the order in which to introduce science concepts in a given domain, consider the ways those concepts are interdependent.



5. Adapt available curriculum materials and teaching strategies to fit the diverse needs of all students.



6. Organise cooperative student learning groups that reflect intellectual, gender, and cultural diversity.



2. List three critical applications where visual techniques can support better learning.

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