NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ941684
Record Type: Journal
Publication Date: 2011-Sep
Pages: 10
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-2077-2327
Teachers' Use of Visual Representations in the Science Classroom
Cook, Michelle
Science Education International, v22 n3 p175-184 Sep 2011
In the current science education literature, most of the attention has focused on understanding the impact visual representations in textbooks and multimedia materials have on students and their learning, but very few studies have focused on teachers' use of these graphics in the classroom. The purpose of this study is to investigate how seven high school science teachers use visual representations in their teaching. A case study approach was used in this research. First, mini-cases were developed to examine the research question from the participants' perspective; then, a cross-case analysis was used to examine the similarities and differences among participants to develop an overarching case in order to understand the factors involved with teachers' use of visual representations. The findings of this study indicate that course content, student characteristics, and resource availability affect how teachers select and use graphics in their science courses. (Contains 3 tables.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A