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ERIC Number: EJ1156956
Record Type: Journal
Publication Date: 2017-Nov
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0036-8326
Teachers' Reasoning: Classroom Visual Representational Practices in the Context of Introductory Chemical Bonding
Patron, Emelie; Wikman, Susanne; Edfors, Inger; Johansson-Cederblad, Brita; Linder, Cedric
Science Education, v101 n6 p887-906 Nov 2017
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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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A