Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
Bibliographic Data
| ID | 21392794 |
|---|---|
| Authors | Emelie Patron (0000-0002-9193-943X, Department of Chemistry and Biomedical Sciences Linnaeus University Kalmar Sweden, corresponding author), Cedric Linder (0000-0001-6409-5182, Department of Physics and Astronomy Uppsala University Uppsala Sweden), Susanne Wikman (0000-0001-9810-5561, Department of Chemistry and Biomedical Sciences Linnaeus University Kalmar Sweden) |
| Year | 2021 |
| Volume | 105 |
| Issue | 6 |
| Pages | 1173-1201 |
| Publication date | 2021-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21662 |
| OpenAlex | W3167165030 |
| Language | EN |
| Citations received | 8 |
| References cited | 57 |
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 teacher‐centered and the other three as student‐centered. This leads to a case being made that if teachers use student‐centered 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 practical contributions to the phenomenographic perspective on learning, the results can be used as a tool for researchers wishing to explore how visual representations can be used effectively in science education and also provide a useful basis for discussion in teacher education and in teacher professional development programs
Affordance · Cognitive psychology · Epistemology · Mathematics education · Object (grammar) · Pedagogy · Phenomenography · Science education · Semiotics · Unpacking · Computer Science · Educational Environments and Student Outcomes · Evaluation of Teaching Practices · Psychology · Science Education and Pedagogy
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| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |