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 educators’ 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 level—macro, 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 students’ 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 today’s 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.
This publication partly redresses the underrepresentation of biology education in the research literature, focusing on the deployment of multiple external representations (commonly used analogies, metaphors and visualizations) in the biology classroom.
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From the book reviews:
The book exemplifies how students could be actively engaged in their learning through interpretations and manipulations of models and other modes of external representations (ERs) . I find this book a much-needed collection of resources and supportive research. Treagust and Tsui gathered under the same roof remarkable and thoughtful examples for using ERs in the classroom. The book provides a comprehensive theoretical background, in addition to multiple practical examples that teachers could adopt in their classrooms. (Gili Marbach-Ad, Science & Education, January, 2015)
FOREWORD, Kathleen Fisher.- PREFACE , David F. Treagust and Chi-Yan
Tsui.- Introduction to Multiple Representations: Their Importance in Biology
and Biological Education, Chi-Yan Tsui and David F. Treagust.- PART I : Role
of Multiple Representations in Learning Biology.
Chapter 1 Identifying and
Developing Students Ability to Reason with Concepts and Representations in
Biology, Trevor R. Anderson, Konrad J. Schönborn, Lynn du Plessis, Abindra S.
Gupthar, and Tracy L. Hull.
Chapter 2 Pictures in Biology Education,
Wolff-Michael Roth and Lilian Pozzer-Ardenghi.
Chapter 3 Possible
Constraints of Visualization in Biology: Challenges in Learning with Multiple
Representations, Billie Eilam.
Chapter 4 Promoting the Collaborative Use of
Cognitive and Metacognitive Skills through Conceptual Representations in
Hypermedia, Lei Liu and Cindy E. Hmelo-Silver.
Chapter 5 Learning and
Teaching Biotechnological Methods Using Animations, Hagit Yarden and Anat
Yarden.- PART II: Implications for Biology Teaching and Teacher Education
with Multiple Representations.
Chapter 6 Experts Views on Translation
across Multiple External Representations in Acquiring Biological Knowledge
about Ecology, Genetics, and Evolution, Konrad J. Schönborn and Susanne
Bögeholz.
Chapter 7 Evolution is a Model, Why Not Teach It That Way?, Paul
Horwitz.
Chapter 8 Multiple Representations of Human Genetics in Biology
Textbooks, Pierre Clément and Jérémy Castéra.
Chapter 9 Deconstructing and
Decoding Complex Process Diagrams in University Biology, Phyllis B.
Griffard.
Chapter 10 Learning Tree Thinking: Developing a New Framework of
Representational Competence, Kristy L. Halverson and Patricia Friedrichsen.-
Chapter 11 Understanding Photosynthesis and Cellular Respiration: Encouraging
a View of Biological Nested Systems, Reneé Schwartz and Mary Brown.
Chapter
12 Scientific Modelsin the Severe Acute Respiratory Syndrome (SARS) Research
and in the Biology Curriculum, Siu Ling Wong, Maurice M. W. Cheng, and
Valerie W.- Y. Yip.- PART III Assessment of Learning and Teaching with
Multiple Representations.
Chapter 13 Supporting and Assessing Complex
Biology Learning with Computer-based Simulations and Representations, Barbara
C. Buckley.
Chapter 14 Secondary Students Understanding of Genetics Using
BioLogica: Two Case Studies, Chi-Yan Tsui and David F. Treagust.
Chapter 15
The Hidden Hand that Shapes Conceptual Understanding: Choosing Effective
Representations for Teaching Cell Division and Climate Change, Kai Niebert,
Tanja Riemeier, and Harald Gropengiesser.
Chapter 16 Analogy and Gesture for
Mental Visualization of DNA Structure, Anveshna Srivastava and Jayashree
Ramadas.
Chapter 17 Multiple Representations in Modeling Strategies for
the Development of Systems Thinking in Biology Education, Roald Verhoeff,
Kerst Boersma, and Arend Jan Waarlo.- Conclusion: Contributions of Multiple
Representations to Biological Education, David F. Treagust and Chi-Yan Tsui.
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