Teaching and Researching Visual Representations: Shared Vision or Divided Worlds?

Ainsworth, Shaaron; Newton, Len

doi:10.1007/978-3-319-06526-7_2

Cited by 8 publications

(10 citation statements)

References 25 publications

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“…Second, because very little is known about science teachers’ reasoning about their own visual representational practices (and cf. Gilbert & Treagust, ; Gilbert et al., ; e.g., see the overview of 401 journal articles by Ainsworth & Newton, ). Third, because currently there is little theoretical development taking place to account for such reasoning, particularly in relation to chemical bonding, and we saw the possibility of our results allowing us to also make a theoretical contribution to the field (see Conclusions and Implications).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, our article reports on part of a larger study, which aims to use the results reported here to explore the classroom enactments of semiotic reasoning practices in the modal domain of visual representations and students’ lived meaning‐making of these representations; areas where very little has been reported on in the literature (cf. Ainsworth & Newton, ; Cook, ; Eilam et al., ).…”

Section: Introductionmentioning

confidence: 99%

“…One particular aspect of this sharing of chemistry knowledge that for many years has gained attention is embedded in the array of visual representations, such as molecular models, chemical equations, formulas, chemical structures, and chemical symbols, that have been both developed by the discipline of chemistry and its pedagogical counterpart (e.g., work done here; see Eilam & Gilbert, 2014;Gilbert & Treagust, 2009;Gilbert, Boulter, & Elmer, 2000;Gilbert, De Jong, Justi, Treagust, & van Driel, 2002;Kozma, 2003;Treagust, Chittleborough, & Mamiala, 2003;Uttal & O'Doherty, 2008;Wu & Shah, 2004). Yet, very little of this branch of research has looked at teachers' reasoning in relation to these visual representations (Ainsworth & Newton, 2014;Eilam, Poyas, & Hashimshoni, 2014), and in particular when using a perspective that has educational communication in the science disciplines being about all meaning-making systems in focus (Airey & Linder, 2009;Airey & Linder, 2017;Jaipal, 2010;Jewitt, Kress, Ogborn, & Tsatsarelis, 2001;Marquez, Izquierdo, & Espinet, 2006;Tang, Delgado, & Moje, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

et al. 2017

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Visual representations are essential for communication and meaning‐making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital feature for the establishment of successful teaching practices. An important part of what lies behind the constitution of teaching practices is visual representational reasoning that is a function of disciplinary relevant aspects and educationally critical features of the aspects embedded in the intended object of learning. Little is known about teachers reasoning about such visual representational practices. This work addresses this shortfall in the area of chemical bonding. The data consist of semistructured interviews with 12 chemistry teachers in the Swedish upper secondary school system. The methodology uses a thematic analytic approach to capture and characterize the teachers’ reasoning about their classroom visual representational practices. The results suggest that the teachers’ reasoning tended to be limited. However, the teachers’ pay attention to the meaning‐making potential of the approaches for showing representations. The analysis presents these visualization approaches and the discussion makes theoretical links to the variation theory of learning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

et al. 2017

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“…Cognitive scientists broadly agree that the complexity and amount of information to be processed in visual representations can be cognitively demanding, particularly when the relationships between representations are meaningful and will lead the learner to build a broader understanding of the concept being represented (Phillips et al, 2010). The optimal way to reduce the burden on learners has been explored, yet not fully answered, and the relationship between research and practice remains complex (Ainsworth and Newton, 2014).…”

Section: The Role Of Efs In Making Sense Of Visual Representationsmentioning

confidence: 99%

“…One of the most common instructional supports that science teachers use to engage students in thinking about complex relationships is sequences of visual representations such as diagrams, pictures, or animations (Roth et al, 2006). Visualizations are central to the learning of science, the practice of science, and the communication of science, and both cognitive scientists and educators agree that they are a vitally important component of science teaching (Ainsworth and Newton, 2014;Eilam and Gilbert, 2014;Matthewson, 1999). Multiple representations can help learners construct deeper understanding of scientific concepts or system structures than single representations used alone (National Research Council, 2012;Ainsworth, 2014).…”

Section: Introductionmentioning

confidence: 99%

Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions

Hansen

Richland

2020

LSE

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Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school

2021

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Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously.The analysis, which combines a phenomenographic and a social semiotic approach, leads to the characterizations of five qualitatively different ways that visual representations may be unpacked. These outcome categories are presented in terms of a conceptual hierarchy, where two of these ways of unpacking are characterized as being teachercentered and the other three as student-centered. This leads to a case being made that if teachers use studentcentered ways of unpacking visual representations, then their students will be more likely to gain greater access to critical aspects and features of the enacted object of learning. We argue that in terms of making theoretical and This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Teaching and Researching Visual Representations: Shared Vision or Divided Worlds?

Cited by 8 publications

References 25 publications

Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions

Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school

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