The role of visualisation in science: A response to “Science teachers’ use of visual representations”, Studies in Science Education edited by Eilam, B. and Gilbert, J., Dordrecht, The Netherlands, Springer, 2014

The importance of visualisation in scientific discovery processes (Gooding, 2004) and in teaching and learning science (Gilbert, 2005), has become increasingly recognised over the last decade, allied with increasing attention to semiotic classroom processes (Kress et al., 2001) and advocacy of student representational work (Ainsworth, 2006; Lehrer & Schauble, 2006), emphasising the importance of the visual and spatial in framing science learning. The book offers a comprehensive overview of research into the nature of visual representations (VRs) and their role in teaching and learning science, and the challenges associated with them, supported by examples from diverse classrooms. The book features a strong list of researchers in the field and covers a variety of perspectives on the nature of visualisation and its relation to other aspects of learning science. It is divided into four sections: Research into teaching with VRs Teachers’ selections, construction and use of VRs Use of VRs in culturally diverse classrooms Teachers supporting student learning from VRs In this response to the book, I will begin by representing the key points made in each chapter, with commentary, before identifying in the last section the key themes or principles that emerged for me from the various chapters, regarding the nature and role of VRs, teaching and learning practices, and teacher capability.