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

• Foreword, Gayle A. Buck.Introduction, Kevin D. Finson and Jon E. Pedersen.Reviewers.Section I. Brain Functioning And Conceptual Change.Chapter 2. The Role of Visualization in Conceptual Learning and Conceptual Change, O. Roger Anderson and Julie Contino.Chapter 3. A Cognitive Perspective on Conceptual Change in Science, Crystal Bruxvoort and James Jadrich.Chapter 4. Applying Vosniadou's Conceptual Change Model to Visualizations on Conceptions of Scientists, Kevin D. Finson and Donna Farland-Smith.Chapter 5. Reconsideration of the DASTT-C, Nathan G. Carnes.Section II. Preservice Science Teacher Preparation And Visual Data.Chapter 6. Education Rather than Training: Cognitive Pluralism and Preservice Science Teacher Education, Joanne K. Olson.Chapter 7. Using Visual Data to Investigate Influences on Preservice Teachers' Attitudes about Scientists, Christine D. Tippett and Todd Milford.Section III. Using Visual Data With Science Students.Chapter 8. Innovations in Computer-Based Simulations to Promote Science Learning, Fernand Brunschwig and Lea B. Accalogoun.Chapter 9. A Comprehensive Literature Review on Students' Conceptual Understandings Enhanced Through Technology Instruction, Kathy Cabe Trundle and Mesut Saçkes.Chapter 10. Revealing Data in Science: Using and Teaching About Data-Based Graphics for Analysis and Display, Anne E. Egger and Anthony Carpi.Chapter 11. Learning to Do Geospatial Data Visualization in Science Classrooms, Josh Radinsky, Jennifer Mundt Leimberer, and Carlos Rodriguez.Chapter 12. Optimizing Super Graphics for Effective Informal Scientific Visualization Displays, Renee M. Clary and James H. Wandersee.Chapter 13. Theory, Practice, and Challenges for Teaching Visual Literacy in Science: Through the Lens of Content Area Literacy, Erin M. McTigue and Julianne M. Coleman.Chapter 14. Exploring the Use of Visual Data to Uncover Science Students' Conceptions of an Engineer and Engineering, Brenda M. Capobianco and Stephen L. Thompson.

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

• Foreword, Gayle A. Buck.Introduction, Kevin D. Finson and Jon E. Pedersen.Reviewers.Section I. Brain Functioning And Conceptual Change.Chapter 2. The Role of Visualization in Conceptual Learning and Conceptual Change, O. Roger Anderson and Julie Contino.Chapter 3. A Cognitive Perspective on Conceptual Change in Science, Crystal Bruxvoort and James Jadrich.Chapter 4. Applying Vosniadou's Conceptual Change Model to Visualizations on Conceptions of Scientists, Kevin D. Finson and Donna Farland-Smith.Chapter 5. Reconsideration of the DASTT-C, Nathan G. Carnes.Section II. Preservice Science Teacher Preparation And Visual Data.Chapter 6. Education Rather than Training: Cognitive Pluralism and Preservice Science Teacher Education, Joanne K. Olson.Chapter 7. Using Visual Data to Investigate Influences on Preservice Teachers' Attitudes about Scientists, Christine D. Tippett and Todd Milford.Section III. Using Visual Data With Science Students.Chapter 8. Innovations in Computer-Based Simulations to Promote Science Learning, Fernand Brunschwig and Lea B. Accalogoun.Chapter 9. A Comprehensive Literature Review on Students' Conceptual Understandings Enhanced Through Technology Instruction, Kathy Cabe Trundle and Mesut Saçkes.Chapter 10. Revealing Data in Science: Using and Teaching About Data-Based Graphics for Analysis and Display, Anne E. Egger and Anthony Carpi.Chapter 11. Learning to Do Geospatial Data Visualization in Science Classrooms, Josh Radinsky, Jennifer Mundt Leimberer, and Carlos Rodriguez.Chapter 12. Optimizing Super Graphics for Effective Informal Scientific Visualization Displays, Renee M. Clary and James H. Wandersee.Chapter 13. Theory, Practice, and Challenges for Teaching Visual Literacy in Science: Through the Lens of Content Area Literacy, Erin M. McTigue and Julianne M. Coleman.Chapter 14. Exploring the Use of Visual Data to Uncover Science Students' Conceptions of an Engineer and Engineering, Brenda M. Capobianco and Stephen L. Thompson.

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

• Foreword, Gayle A. Buck.Introduction, Kevin D. Finson and Jon E. Pedersen.Reviewers.Section I. Brain Functioning And Conceptual Change.Chapter 2. The Role of Visualization in Conceptual Learning and Conceptual Change, O. Roger Anderson and Julie Contino.Chapter 3. A Cognitive Perspective on Conceptual Change in Science, Crystal Bruxvoort and James Jadrich.Chapter 4. Applying Vosniadou's Conceptual Change Model to Visualizations on Conceptions of Scientists, Kevin D. Finson and Donna Farland-Smith.Chapter 5. Reconsideration of the DASTT-C, Nathan G. Carnes.Section II. Preservice Science Teacher Preparation And Visual Data.Chapter 6. Education Rather than Training: Cognitive Pluralism and Preservice Science Teacher Education, Joanne K. Olson.Chapter 7. Using Visual Data to Investigate Influences on Preservice Teachers' Attitudes about Scientists, Christine D. Tippett and Todd Milford.Section III. Using Visual Data With Science Students.Chapter 8. Innovations in Computer-Based Simulations to Promote Science Learning, Fernand Brunschwig and Lea B. Accalogoun.Chapter 9. A Comprehensive Literature Review on Students' Conceptual Understandings Enhanced Through Technology Instruction, Kathy Cabe Trundle and Mesut Saçkes.Chapter 10. Revealing Data in Science: Using and Teaching About Data-Based Graphics for Analysis and Display, Anne E. Egger and Anthony Carpi.Chapter 11. Learning to Do Geospatial Data Visualization in Science Classrooms, Josh Radinsky, Jennifer Mundt Leimberer, and Carlos Rodriguez.Chapter 12. Optimizing Super Graphics for Effective Informal Scientific Visualization Displays, Renee M. Clary and James H. Wandersee.Chapter 13. Theory, Practice, and Challenges for Teaching Visual Literacy in Science: Through the Lens of Content Area Literacy, Erin M. McTigue and Julianne M. Coleman.Chapter 14. Exploring the Use of Visual Data to Uncover Science Students' Conceptions of an Engineer and Engineering, Brenda M. Capobianco and Stephen L. Thompson.