Description
This book examines visual data use with students (PK-16) as well as in pre-service in- service science
teacher preparation. Each chapter includes discussion about the current state of the art with respect to
science classroom application and utilization of the particular visual data targeted by the author(s),
discussion and explanation about the targeted visual data as applied by the author in his/her classroom, use
of visual data as a diagnostic tool, its use as an assessment tool, and discussion of implications for science
teaching and/or science teacher preparation.
Although the body of research and practice in this field is growing, there remains a gap in the literature
about clearly explicating the use of visual data in the science classroom. A growing body of literature
discusses what visual data are (although this topic is still viewed as being at the beginning of its
development in educators‘ thinking), and there are some scattered examples of studies exploring the use of
visual data in science classrooms, although those studies have not necessarily clearly identified their foci as
visual data, per se. As interest and attention has become more focused on visual data, a logical progression
of questioning has been how visual data are actually applied in the science classroom, whether it be early elementary, college, or somewhere in
between. Visual data applications of interest to the science education community include how it is identified, how it can be used with students and how
students can generate it themselves, how it can be employed as a diagnostic tool in concept development, and how it can be utilized as an assessment
tool. This book explores that, as well as a variety of pragmatic ways to help science educators more effectively utilize visual data and representations
in their instruction.
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