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Journal Cover Science and Children

November 2018

The term visual literacy has been loosely attributed to specific learning styles (i.e., the visual learner), development of discerning interpretation of science statistics and data, and as a way to uncover student thinking through the creation and analysis of models and diagrams. But how does visual literacy fit into the science classroom? This issue of Science and Children offers a broad view of visual literacy with the inclusion of articles as far reaching as debunking advertising claims to tangibly representing particles to help develop the underpinnings for the understandings of matter.

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