• Section A: Research into teaching with visual representations.- Introduction.- Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J.K. Gilbert.- Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton.- Section B: Teachers’ selections, constructions and use of visual representations.- Introduction.- Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni.- Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran.- Chapter 5 : Secondary biology teachers’ use of different types of diagrams for different purposes, Y. Liu, M. Won, D.F. Treagust.- Chapter 6 : Teaching stoichiometry with particulate diagrams – linking macro phenomena and chemical equations, M.W. Cheng, J.K. Gilbert.- Section C: Teachers’ use of visual representations in culturally-diverse classrooms.- Introduction.- Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf.- Chapter 8 : The implication of culture for teachers’ use of representations, B. Waldrip, S. Satupo, F. Rodie.- Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino.- Chapter 10: Visualizations in popular books about chemistry, J.K. Gilbert, A. Afonso.- Section D: Teachers’ supporting student learning from visual representations.- Introduction.- Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X.Fan.- Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton.- Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger.- Section E: Overview.- Chapter 14: Developing science teachers’ representational competence and itsimpact on their teaching, J.K.Gilbert, B. Eilam.

Select Guide Rating

• Section A: Research into teaching with visual representations.- Introduction.- Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J.K. Gilbert.- Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton.- Section B: Teachers’ selections, constructions and use of visual representations.- Introduction.- Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni.- Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran.- Chapter 5 : Secondary biology teachers’ use of different types of diagrams for different purposes, Y. Liu, M. Won, D.F. Treagust.- Chapter 6 : Teaching stoichiometry with particulate diagrams – linking macro phenomena and chemical equations, M.W. Cheng, J.K. Gilbert.- Section C: Teachers’ use of visual representations in culturally-diverse classrooms.- Introduction.- Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf.- Chapter 8 : The implication of culture for teachers’ use of representations, B. Waldrip, S. Satupo, F. Rodie.- Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino.- Chapter 10: Visualizations in popular books about chemistry, J.K. Gilbert, A. Afonso.- Section D: Teachers’ supporting student learning from visual representations.- Introduction.- Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X.Fan.- Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton.- Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger.- Section E: Overview.- Chapter 14: Developing science teachers’ representational competence and itsimpact on their teaching, J.K.Gilbert, B. Eilam.

Select Guide Rating

• Section A: Research into teaching with visual representations.- Introduction.- Chapter 1 : The significance of visual representations in the teaching of science, B. Eilam, J.K. Gilbert.- Chapter 2 : Teaching and researching visual representations: Shared vision or divided world? S. Ainsworth & L. Newton.- Section B: Teachers’ selections, constructions and use of visual representations.- Introduction.- Chapter 3 : Representing visually: What teachers know and what they prefer, B. Eilam, Y. Poyas, R. Hasimshoni.- Chapter 4 : Slowmation: A process of explicit visualisation, J. Loughran.- Chapter 5 : Secondary biology teachers’ use of different types of diagrams for different purposes, Y. Liu, M. Won, D.F. Treagust.- Chapter 6 : Teaching stoichiometry with particulate diagrams – linking macro phenomena and chemical equations, M.W. Cheng, J.K. Gilbert.- Section C: Teachers’ use of visual representations in culturally-diverse classrooms.- Introduction.- Chapter 7 : Thoughts on visualizations in diverse cultural settings: The case of France and Pakistan, E. De Vries, M. Ashraf.- Chapter 8 : The implication of culture for teachers’ use of representations, B. Waldrip, S. Satupo, F. Rodie.- Chapter 9 : The interplay between language and visualization: The role of the teacher, L. Mammino.- Chapter 10: Visualizations in popular books about chemistry, J.K. Gilbert, A. Afonso.- Section D: Teachers’ supporting student learning from visual representations.- Introduction.- Chapter 11 : Teachers using interactive simulations to scaffold inquiry instruction in physical science education, D. Geelan, X.Fan.- Chapter 12: Transformed instruction: Teaching in a student-generated representations learning environment, O. Parnafes, R. Trachtenberg-Maslaton.- Chapter 13: The laboratory for making things: Developing multiple representations of knowledge, J. Bamberger.- Section E: Overview.- Chapter 14: Developing science teachers’ representational competence and itsimpact on their teaching, J.K.Gilbert, B. Eilam.

Select Guide Rating