Abstract:

Research problem:
Cognitive constructivism and social construction within educational reality have become the main theories, explaining the learning, that substantiate the educational standards of comprehensive (or equivalent) schools in many countries. The teaching / learning tools changed a lot and still are evolving. According to this theoretical framework should be enclosed and clear in various paradigm approaches because computer based visualization should be used successfully in both aspects.
Research aim is to enclose science education computer based visualization in the context of cognitive and social constructivism

Methodology:
There were used theoretical methods: content analysis, heuristical insights.

Results:
Visualisation, under the aspect of the cognitive constructivism, should activate cognitive processes, therefore it would be easier for students to remember, memorise, perceive and imagine phenomenon, i.e. to ease the own learning, because externalised representations of visual objective reality reveal complex and invisible phenomenon from the reality, the per se of which is invisible, therefore difficulty assimilates in the verbal form and risky due to the efficiency of the epistemic practice. Learning of every student is the individual process, and the human being cannot gain or transfer information, must construct it, because it is impossible to perceive it fast and to apply it. Visualisation (its perception, processing is linked with the verbal information) is linked with various psychical processes, responsible for the processing of the visual information, therefore its application increases possibilities to perceive complex phenomenon better and to assimilate it in the form of scientific conceptions, by purposeful linking of images with words and also epistemic formation of the correct perception and the reality cognition through its elements in Biology, Chemistry, Physics, Geography and Mathematics.
Ontology of visualisation within the educational process is revealed by the social reality construction theory, which better explains the link of the pedagogue with innovative artefacts (e.g. interactive multimodal visual representation) as encouraging the development of the consciousness of the subject the best, but hardly managed due to innovative peculiarities.

The subject experiences the destruction of the flow of everyday life and wishes to restore this flow. The teacher is offered two almost logical ways of solution by the current situation: one of them is already discussed the restoration of the traditional activity, the other – active endeavours to manage the technique of applying visualisation on the level of the professional, so that obstacles, limiting the destruction of the flow of the everyday life would be replaced by acquisition of new competences. The teacher of Biology, Chemistry, Physics, Mathematics or Geography, having assimilated the pedagogical system of the post-modern paradigm, should select the second way – management of applying the computer-based visualisation as the artefact during the lesson that ensures the premise for the time management and the perception of its transformations as usual in the everyday life. According to the latter, application of visualisation, as the innovation, requires special endeavours of the pedagogue as well as some additional time, which is to be distributed by the pedagogue.