KVVL 2015 - Knowledge Visualization and Visual Literacy in Science Education

CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: April 30, 2015
Knowledge Visualization and Visual Literacy in Science Education
To be published by IGI Global
Introduction
The IGI Global Publisher is currently accepting submissions for a chapter in an edited book entitled “Knowledge Visualization and Visual Literacy in Science Education.“ We are inviting you to submit a proposal for a book chapter describing a scholarly or artistic work within the area of your expertise. Long abstracts or 2 page long proposals may be emailed to the Editor on or before May 20, 2015. The Editor will offer feedback as to whether the proposed manuscript would be appropriate for the book. Submissions must be original and may not be under review by another publication. Approval of an abstract or proposal does not constitute acceptance. The completed papers will be put through the double-blind peer review process. The Editor and the IGI Global will provide you with ongoing support throughout each phase of the development process to assist you in organizing your ideas. Papers should be submitted by email in one of the formats (.doc, .docx,) to A. Ursyn, Editor, at:
ursyn-AT-unco.edu and aursyn-AT-gmail.com
Objectives of the Book
The book entitled “Knowledge Visualization and Visual Literacy in Science Education“ will be a collection of edited essays written by science related professionals, specialists in related areas or digital artists inspiring themselves with science. The book will serve as a resource book for cognitive learning with the use of visualization, computer graphics, new media, and digital art disciplines. Materials for learning can be used as a resource for art history, scientific visualization, and technology-related education. The book will comprise visual and verbal information introducing the work done by individual authors ? contributors to this book, pertaining to several scientific fields, digital art, computer graphics, and new media.
The book will contain information and learning projects about selected science domains. Concepts and processes related to science will be introduced for teachers and learners through graphical interpretations and presented as learning projects explaining science-based occurrences, processes, products, and facts. Information about several fields of science such as biology, chemistry, physics, geology, and hydrology will be examined at the macro-, micro-, and nanoscale level, for example by telling about the nanotechnology related tools such as biophotonics. Knowledge about the events and processes will be integrated with visual, literary, and musical achievements related to the theme, facts about human existence on our planet, and the actual global issues. Presentation of views and concepts will be illustrated with examples of works created by the co-authors, students, and professional artists.
The leading theme would be inquiry about visual presentation of knowledge. A visual approach to learning became necessary because science, education, and media communication unify pictorial and written data. Information is often displayed with the use of knowledge visualization techniques, when computers transform data into information, and visualization converts information into picture form.
Current disciplines and the fields of study are usually based on a collaboration of specialists. Hence, the division of specific subject areas such as physics, chemistry, or biology, which is practiced in the high school curricula, is often not supportive of the scientific concepts’ understanding, nor it is encouraging the learners to further their studies in the more specific but integrative areas such as biochemistry, geophysics, or astronomy. Along with studies on recent advances in the selected fields of science, the book will contain learning projects for the readers, both the learners and their instructors, which would comply with the actual trends in education described as the STEM (science, technology, engineering, and mathematics) and the STEAM (science, technology, engineering, arts, and mathematics) programs in education. Many educators have been working toward transforming STEM into STEAM as a framework for teaching across the disciplines. This trend is resulting from the presence of technological literacy in small children who can now use software teaching them science, mathematics, programming, and storytelling. It is also a response to the economical and social demands for the art-based development training, which became used in corporations.
Target Audience
This is a new model of learning that supports learning by visualization of concepts and shifts thelearners’ attention toward imaging processes and products involved in an event under study. It thus stimulates thinking about links between concepts rather than rote-based learning. That means this book develops the functional and conceptual ways of learning, instead of mechanical repetition of concepts to be learned by rote. Research results suggested that students working in a group that visualized concepts scored better at the geology final tests and the lab tests.
The intended audience might be easily found at the university departments, both among the faculty members and the students of Computer Science, Computer Information Systems, Computer Graphics and Computer Art, Journalism, Digital Media, Communication Media, Film, Art and Media. When used for the high school instruction, this book will foster an open-minded attitude of students; it is needed at a developmental stage when students need to enrich their vocabulary and make their stock of concepts more diverse and varied. This book is also addressed to good students who show curiosity, interest, and prefer active learning. In a classroom environment, teachers often do not fully appreciate involved students, and in such cases students may loose motivation for learning. The book is written with respect to gifted/talented students, which are often put to a group of special needs students.
Topics include, but are not limited to the following:
Contributors are welcome to submit chapters on the following topics relating to possible ways how visuals, visualization, simulation, and interactive knowledge presentation can help understand and share the content of scientific thought, research, and practice:
? The functioning and physiology of a human brain; neural foundations of consciousness; senses, perception, and processing of visual information; reasoning and learning.
? The changing meaning of Visual Literacy and Visual Thinking, from early concepts to contemporary educational trends and technologies applied to alleviating developmental problems. Methods of advancing visual, verbal, literary, mathematical, musical literacy of students and/or individuals versed and talented in their fields.
? Communication and learning with the use of relevant graphics, music, text, programs and software.
? Theories and factual applications of the present-day approaches to visual, beyond the verbal education: aesthetics, criticism in art and design, educational assessment, classroom-based versus online learning, the use of communication media, education through gaming, the use of augmented and virtual reality in specialized instruction.
? Knowledge visualization concepts and methods. Software and programming solutions used in the visualization industry. Disciplines that apply visualization applied such as the cultural, historical, architectural research. Time-based, 3D, augmented reality applications for the military, intelligence, aviation and air traffic control, medical education and therapy, and other purposes.
? Technology Basis for Knowledge Visualization and Visual Literacy. Advances in technologies, which provide science education with the knowledge visualization and visual literacy constituents; educational implications of the developments in new materials and the resulting developments in ubiquitous computing, wearable apps, and the use of new materials in architecture and design
? Topics and projects presenting life and nature related disciplines in terms of concept visualization; themes drawn from the biology-inspired events existing in real life, but familiarizing the readers with more complex disciplines and their applications and specialty pursuits.
? Visual aspects of mathematics and computing; presenting theories and their proofs as two dimensional and three dimensional constructs.
? Visual approaches to ease the comprehending of the core concepts in programming for art, web, and everyday applications
? Instruction in data and knowledge conservation, including wireless communication and access to cloud data storing and managing; wireless data messaging
Submission Procedure
Researchers and practitioners are invited to submit on or before April 30, 2015, a 2-3 page chapter proposal clearly explaining the mission and concerns of his or her proposed chapter. Authors of accepted proposals will be notified by May 25, 2015 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by August 10, 2015. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Publisher
This book will be published by IGI Global (formerly Idea Group Inc.), publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. For additional information regarding the publisher, please visit www.igi-global.com. This book is anticipated to be released in 2016.
Interested authors should consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-reso.... Papers must follow APA style for reference citationshttp://www.apastyle.org/apa-style-help.aspx
Important Dates
April 30, 2015: Proposal Submission Deadline
May 25, 2015: Notification of Acceptance
August 10, 2015: Full Chapter Submission
October 20, 2015: Review Results Returned
November 20, 2015: Final Chapter Submission
December 20, 2015: Final Deadline
Inquiries and submissions can be forwarded electronically (Word document) or by mail to:
Anna Ursyn, Ph.D., Professor
Computer Graphics Area Head
University of Northern Colorado
501 20th StreetGreeley, CO 80639
Phone (970) 351 2476, Fax (970) 351 2299
E-mail: ursyn-AT-unco.edu, aursyn-AT-gmail.com