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R. Bilbokaite

Siauliai University (LITHUANIA)
Education is very important for future society aiming to manage human resources in all over the world. Science education is fundamental background for engineer, medicine, pharmacy, various kinds of research specialists and business in physics, chemistry, biology and etc. the mentioned areas always created new and better real objects that help populations to live more comfortably and more free from meaningless daily routine works. No doubt that science education background is essential for future generations. But everyone knows the real situation that there are a lot of students who does not want to learn science subjects because of the lack of comprehension of abstract (models, molecular, mechanical schemas, evacuations and etc.) phenomena, lack of knowledge to solve symbolic, written in special meta language problems (symbols of elements, formulas), lack of using theoretical science literacy in real life (do not see scientific phenomena in reality, to not code or recode). All this mostly leads to misconceptions and latter to de-motivation in science educations. And there is a distinction between gifted students and not gifted students in the classroom. Visualization could be used in various contexts and could be very successful in hour days having very good tools. Definitely, it is not the only one way of solving science learning problems, but it could help both – teachers and students to create evidence (visually) based knowledge.
Object of the research – a model of computer based visualization
Research aim is to create a model of computer based visualization in science education
Methods of the survey
There were used deductive (selecting important features of visualization from scientific articles trying to enclose how and why external visual representation could be useful in science education process) and inductive (gathering selected features of visualization into composition heuristically explained as possible model that could be used in science education) qualitative methods.
The results
The created model is based on multimodal multidimensional visualisation, characterized by the great interactivity or simulation possibilities. According to it, students more actively learn independently and they construct knowledge by themselves. Learners learn to find information, to review it, to link it with the verbal one, to memorise and to rethink it in order to consolidate the knowledge. The student is constantly interacting with educational environment, where visual and verbal codes of information are applied, giving the greater possibility to construct, consolidate and inspect the knowledge. Using current model within the context of the post-modern paradigm of learning the pedagogue reveal oneself as the organizer of the educational process, the master, the advisor, the consultant becoming more free from speaking and explaining all the lesson. The pedagogue psychologically activates and encourages students. Multimodality of visualisation would help the educator to differentiate and individualize the educational content, to adapt it for students with heterogeneous needs by orienting not only to the discursive, but also to the visual transmission of information.