ABSTRACT
Visualizations that take advantage of advances in technology can enable learners to explore phenomena that are too small (molecules), fast (electrons), abstract (forces), or massive (the solar system) to observe directly. We explore the promise of this powerful technology for improving science learning. We contrast uses based on absorption with those informed by KI. We discuss the considerable challenge of designing effective visualizations and the added challenge of designing curriculum materials that take advantage of the visualizations.
