THEORETICAL MODEL OF APPLYING VISUALISATION IN SCIENCE EDUCATION

There many times theoretically and evidently discussed that visualization is useful in science education process. By the change of education paradigms it is important to create theoretical model that could enclose all indicators proving the education success using externalized visual artifact. 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.