Visual resources and interaction in Grade 4 science teaching—Moving in and out of discourse when exploring concepts of evolution and adaption
Dados Bibliográficos
| ID | 21392698 |
|---|---|
| Autores | Robert Walldén (0000-0002-2565-8875, Faculty of Education and Society Malmö University Malmö Sweden, autor correspondente), Pia N Larsson (0000-0002-8843-6196, Faculty of Education and Society Malmö University Malmö Sweden) |
| Ano | 2024 |
| Volume | 108 |
| Fascículo | 2 |
| Páginas | 608-636 |
| Data de publicação | 2024-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21849 |
| OpenAlex | W4389462646 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 59 |
Although visual aids are widely considered a valuable source of scaffolding, the nature and active utilization of these aids in current science classrooms are not well understood. This qualitative study explores interaction in the teaching of concepts related to evolution, with a specific focus on a teacher's use of different visual support material. Based on a classroom study in a linguistically diverse Grade 4 classroom, we employed the perspective of discourse‐bridging interaction to develop three broad categories of interactional examples, which we related to three kinds of visual support material used in the instruction: generic visual support images, naturalistic images, and disciplinary images showing examples of natural selection. The findings show that the interaction moved in and out of science discourse in a way that reflected the images' properties. A generic visual support image illustrated the concept of “adaption” as puzzle pieces fitting together, which promoted everyday and anthropomorphic examples of animals and people striving to fit in. When the teacher used naturalistic images, the discourse shifted between a range of perspectives, while visual aids and whiteboard drawings showing the classic examples of giraffes evolving (a disciplinary image) were employed to clarify the notion of natural selection. We discuss the study's implications for using visual support material in a planned way that supports disciplinary understanding
Cognitive science · Discipline · Epistemology · Mathematics education · Natural (archaeology) · Naturalism · Perspective (graphical) · Science education · Selection (genetic algorithm) · Social science · Sociology · Visualization · Animal and Plant Science Education · Artificial Intelligence · Computer Science · Evolution and Science Education · Psychology · Science Education and Pedagogy
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The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies
Scaffolding CLIL in the science classroom via visual thinking
“Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history
Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing
Teachers' ability to diagnose and deal with alternative student conceptions of evolution
A Satellite View of Language
Making semantic waves
A Typology for the Case Study in Social Science Following a Review of Definition, Discourse, and Structure
Working with Transcripts and Translated Data
Knowledge and knowers
Mediating Language Learning
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |