Science Teachers' Use of Visual Representations

Section A: Research into teaching with visual representations. - Introduction. - Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J. K. Gilbert. - Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton. - Section B: Teachers selections, constructions and use of visual representations. - Introduction. - Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni. - Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran. - Chapter 5 : Secondary biology teachers use of different types of diagrams for different purposes, Y. Liu, M. Won, D. F. Treagust. - Chapter 6 : Teaching stoichiometry with particulate diagrams linking macro phenomena and chemical equations, M. W. Cheng, J. K. Gilbert. - Section C: Teachers use of visual representations in culturally-diverse classrooms. - Introduction. - Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf. - Chapter 8 : The implication of culture for teachers use of representations, B. Waldrip, S. Satupo, F. Rodie. - Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino. - Chapter 10: Visualizations in popular books about chemistry, J. K. Gilbert, A. Afonso. - Section D: Teachers supporting student learning from visual representations. - Introduction. - Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X. Fan. - Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton. - Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger. - Section E: Overview. - Chapter 14: Developing science teachers representational competence and itsimpact on their teaching, J. K. Gilbert, B. Eilam.