Multiple Representations in Biological Education

• 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.

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)