NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ826173
Record Type: Journal
Publication Date: 2008-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0013-5984
Designing Effective Visualizations for Elementary School Science
Kali, Yael; Linn, Marcia C.
Elementary School Journal, v109 n2 p181-198 Nov 2008
Research has shown that technology-enhanced visualizations can improve inquiry learning in science when they are designed to support knowledge integration. Visualizations play an especially important role in supporting science learning at elementary and middle school levels because they can make unseen and complex processes visible. We identify 4 principles that can help designers and teachers incorporate visualizations into curriculum materials. These principles call for (a) reducing visual complexity to help learners recognize salient information, (b) scaffolding the process of generating explanations, (c) supporting student-initiated modeling of complex science, and (d) using multiple linked representations. We describe the principles, discuss patterns combining the principles, and give examples from several science disciplines. (Contains 9 figures.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A