ABSTRACT

INTRODUCTION Dynamic visualizations provide a pathway for students to understand science concepts. is pathway oers promise for increasing the accessibility of a range of important science concepts, particularly those that involve cause and eect and emergent phenomena. Computer technologies oer unprecedented opportunities to explore visual technologies for research, assessment, teaching, and learning. To realize the potential of dynamic visualizations, instruction needs to overcome learners’ tendency to overestimate their understanding due to what we call deceptive clarity. In this chapter we explore ways that desirable diculties can help learners overcome pitfalls associated with the deceptive clarity of visualizations.