This new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educatorsa notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels. The content tackles the conceptual and linguistic difficulties of learning biology at each levelamacro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help studentsa reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in todayas world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age.f \ f N 1 DNA DNA wwwmuri... Heslrlctlon Hestla#39;lca#39;lfln nesa#39;mmaquot; .oa#39; ... flata anermwfia#39; wa \ j k 1 Fig. 6.1 An example of studenta#39;s paired pre-watching (left) and post- watching (right) concept maps (subsample of Sample B2) f a#39;\ f a 0a.. pi, - _ a .
|Title||:||Multiple Representations in Biological Education|
|Author||:||David Franklin Treagust, Chi-Yan Tsui|
|Publisher||:||Springer Science & Business Media - 2013-02-01|