Kevin D. Finson, Bradley University, USAJon Pedersen, University of Nebraska-Lincoln, USA

• Foreword, Christine Tippett.Preface.Section I: Pre-K Through Adult.Chapter 1. Planetarium-Based Science Visualizations to Support Complex Science Learning for First-Year Middle and High School English Learners, Thomas R. Tretter, Yuliya Ardasheva, Eric Bookstrom, Jameson Bowden, and Mark Duckwall.Chapter 2. Dispositions of Scientists in Mainstream Films: The Extraordinary Person Called a Scientist, Ian C. Binns, Catherine M. Koehler, and Mark A. Bloom.Chapter 3. Navigating Visual Data Literacy and Inscriptions in the Classroom, Kevin D. Finson, Joanne K. Olson, and Brandon Emig.Section II: Elementary (K–8).Chapter 4. Utilizing Visual Data with Tablet Technology in the Primary (K–3) Science Classroom, Bridget T. Miller and Gerald H. Krockover.Chapter 5. Using Visual Data in a Professional Development Program to Improve Science Teaching and Learning in K–6 Classrooms, Maria Lawrence and Li-Ling Yang.Chapter 6. Teaching Children to Think Critically about Scientists: Examining the Relationship between Representations of Scientists, Process Skills and Visual Thinking Strategies (VTS), Donna Farland-Smith.Chapter 7. Astronomy Seen in a New Light: Visualizations for Teaching Elementary and Middle School Students, Timothy Young and Mark Guy.Section III: High School.Chapter 8. How High School Students Construct or Create Animations about Water Boiling, Jennifer L. Albert, Margaret R. Blanchard, and Eric N. Wiebe.Chapter 9. Photographs as Static and Concrete Visual Representation to Connect Prior Knowledge and to Stimulate Discussions in Science Classrooms, Hyunju Lee and Allan Feldman.Chapter 10. Understanding the Visual Data of Earth's Ellipse and Axis Tilt, Catherine Lange, Joseph Zawicki, Douglas Anderson, and Kathleen Falconer.Chapter 11. Using Web GIS to Promote Geospatial Thinking and Reasoning Skills, Alec M. Bodzin, David Anastasio, and Dork Sahagian.Section IV: College Level.Chapter 12. Using Visual Data with Pre-Service Teachers: From Awareness to Application, Cindi Smith-Walters.Chapter 13. Role of Visual Data in Effectively Teaching the Nature of Science, Michael P. Clough.Chapter 14. Student-Centered Visualization in General Education Introductory Geoscience Classes, Giuseppina Kysar Mattietti and Erin E. Peters-Burton.Chapter 15. Drawing Scientists Together: University Faculty's Perceptions of Art and Perceived Barriers to Constructing and Implementing Visual Data in Science Classrooms, Renee M. Clary, John Paul Remo, Ryan Walker, and James H. Wandersee.

Kevin D. Finson, Bradley University, USAJon Pedersen, University of Nebraska-Lincoln, USA

• Foreword, Christine Tippett.Preface.Section I: Pre-K Through Adult.Chapter 1. Planetarium-Based Science Visualizations to Support Complex Science Learning for First-Year Middle and High School English Learners, Thomas R. Tretter, Yuliya Ardasheva, Eric Bookstrom, Jameson Bowden, and Mark Duckwall.Chapter 2. Dispositions of Scientists in Mainstream Films: The Extraordinary Person Called a Scientist, Ian C. Binns, Catherine M. Koehler, and Mark A. Bloom.Chapter 3. Navigating Visual Data Literacy and Inscriptions in the Classroom, Kevin D. Finson, Joanne K. Olson, and Brandon Emig.Section II: Elementary (K–8).Chapter 4. Utilizing Visual Data with Tablet Technology in the Primary (K–3) Science Classroom, Bridget T. Miller and Gerald H. Krockover.Chapter 5. Using Visual Data in a Professional Development Program to Improve Science Teaching and Learning in K–6 Classrooms, Maria Lawrence and Li-Ling Yang.Chapter 6. Teaching Children to Think Critically about Scientists: Examining the Relationship between Representations of Scientists, Process Skills and Visual Thinking Strategies (VTS), Donna Farland-Smith.Chapter 7. Astronomy Seen in a New Light: Visualizations for Teaching Elementary and Middle School Students, Timothy Young and Mark Guy.Section III: High School.Chapter 8. How High School Students Construct or Create Animations about Water Boiling, Jennifer L. Albert, Margaret R. Blanchard, and Eric N. Wiebe.Chapter 9. Photographs as Static and Concrete Visual Representation to Connect Prior Knowledge and to Stimulate Discussions in Science Classrooms, Hyunju Lee and Allan Feldman.Chapter 10. Understanding the Visual Data of Earth's Ellipse and Axis Tilt, Catherine Lange, Joseph Zawicki, Douglas Anderson, and Kathleen Falconer.Chapter 11. Using Web GIS to Promote Geospatial Thinking and Reasoning Skills, Alec M. Bodzin, David Anastasio, and Dork Sahagian.Section IV: College Level.Chapter 12. Using Visual Data with Pre-Service Teachers: From Awareness to Application, Cindi Smith-Walters.Chapter 13. Role of Visual Data in Effectively Teaching the Nature of Science, Michael P. Clough.Chapter 14. Student-Centered Visualization in General Education Introductory Geoscience Classes, Giuseppina Kysar Mattietti and Erin E. Peters-Burton.Chapter 15. Drawing Scientists Together: University Faculty's Perceptions of Art and Perceived Barriers to Constructing and Implementing Visual Data in Science Classrooms, Renee M. Clary, John Paul Remo, Ryan Walker, and James H. Wandersee.

Kevin D. Finson, Bradley University, USAJon Pedersen, University of Nebraska-Lincoln, USA

• Foreword, Christine Tippett.Preface.Section I: Pre-K Through Adult.Chapter 1. Planetarium-Based Science Visualizations to Support Complex Science Learning for First-Year Middle and High School English Learners, Thomas R. Tretter, Yuliya Ardasheva, Eric Bookstrom, Jameson Bowden, and Mark Duckwall.Chapter 2. Dispositions of Scientists in Mainstream Films: The Extraordinary Person Called a Scientist, Ian C. Binns, Catherine M. Koehler, and Mark A. Bloom.Chapter 3. Navigating Visual Data Literacy and Inscriptions in the Classroom, Kevin D. Finson, Joanne K. Olson, and Brandon Emig.Section II: Elementary (K–8).Chapter 4. Utilizing Visual Data with Tablet Technology in the Primary (K–3) Science Classroom, Bridget T. Miller and Gerald H. Krockover.Chapter 5. Using Visual Data in a Professional Development Program to Improve Science Teaching and Learning in K–6 Classrooms, Maria Lawrence and Li-Ling Yang.Chapter 6. Teaching Children to Think Critically about Scientists: Examining the Relationship between Representations of Scientists, Process Skills and Visual Thinking Strategies (VTS), Donna Farland-Smith.Chapter 7. Astronomy Seen in a New Light: Visualizations for Teaching Elementary and Middle School Students, Timothy Young and Mark Guy.Section III: High School.Chapter 8. How High School Students Construct or Create Animations about Water Boiling, Jennifer L. Albert, Margaret R. Blanchard, and Eric N. Wiebe.Chapter 9. Photographs as Static and Concrete Visual Representation to Connect Prior Knowledge and to Stimulate Discussions in Science Classrooms, Hyunju Lee and Allan Feldman.Chapter 10. Understanding the Visual Data of Earth's Ellipse and Axis Tilt, Catherine Lange, Joseph Zawicki, Douglas Anderson, and Kathleen Falconer.Chapter 11. Using Web GIS to Promote Geospatial Thinking and Reasoning Skills, Alec M. Bodzin, David Anastasio, and Dork Sahagian.Section IV: College Level.Chapter 12. Using Visual Data with Pre-Service Teachers: From Awareness to Application, Cindi Smith-Walters.Chapter 13. Role of Visual Data in Effectively Teaching the Nature of Science, Michael P. Clough.Chapter 14. Student-Centered Visualization in General Education Introductory Geoscience Classes, Giuseppina Kysar Mattietti and Erin E. Peters-Burton.Chapter 15. Drawing Scientists Together: University Faculty's Perceptions of Art and Perceived Barriers to Constructing and Implementing Visual Data in Science Classrooms, Renee M. Clary, John Paul Remo, Ryan Walker, and James H. Wandersee.