Visualization Without Vision: Students with Visual

Abstract

Abstract Complex science phenomena are often described with visual imagery. Research has shown that visual representations are not only motivating but are also critical in the communication of science concepts (Mathewson, 1999). Yet very little is known about how students with little or no vision learn without access to these representations. This chapter explores how students with visual impairment learn science concepts. Through interviews with students with visual impairments, we explore concepts that are most difficult for these students to learn. The mental representations of science concepts that students with blindness build are discussed as well as the role of passive and active visuospatial processes. In addition, we describe new haptic tools that can be used to design instruction that is accessible to those students that are sighted as well as those that have visual impairments. Finally this chapter outlines the types of future research that are needed to more fully meet the challenge of providing high quality, accessible science instruction to students with visual impairments