Science teachers’ and students’ metavisualization in scientific modeling
Bibliographic Data
| ID | 21392641 |
|---|---|
| Authors | Hsin-Yi Chang (0000-0002-9659-1022, Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan, corresponding author) |
| Year | 2022 |
| Volume | 106 |
| Issue | 2 |
| Pages | 448-475 |
| Publication date | 2022-03-01 |
| 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.21693 |
| OpenAlex | W3216027239 |
| Language | EN |
| Citations received | 1 |
| References cited | 52 |
This study investigated eight experienced science teachers’ and eight senior high school students’ metavisualization when they drew models to represent their concepts of carbon cycling. Qualitative data collection techniques including think‐aloud tasks and follow‐up retrospective interviews were employed. The purposes of the study included: (1) to propose a framework differentiating performance levels leading to metavisual competence; and (2) to identify students’ metavisualization difficulties by comparing experienced teachers’ and novice students’ performances. Four aspects of metavisualization were investigated, including use of epistemic knowledge of visualization, demonstration of metacognition in visualization, use of judgment criteria, and use of metavisual strategies. Levels of progression from none or less to sufficient metavisual competence were proposed based on the participants’ metavisualization performances. Three types of epistemic knowledge of visualization were identified, namely, a view of visualization as a learning or expression tool, a static view of representation and target, and a dynamic view between purposeful visualization and knowledge construction. Five types of metavisual strategies were also identified, namely, resourcing, focusing, inducting, deducing, and perfecting strategies. Comparison of the teachers’ and students’ metavisualization indicates that the experienced teachers demonstrated distinctive metacognition and metavisual strategies that helped them achieve the goal of fluent visualization. The findings provide insights into how to support individuals’ development of metavisual competence for scientific modeling
Cognition · Competence (human resources) · Human–computer interaction · Mathematics education · Metacognition · Pedagogy · Science education · Think aloud protocol · Usability · Visualization · Animal and Plant Science Education · Artificial Intelligence · Computer Science · Creativity in Education and Neuroscience · Psychology · Science Education and Pedagogy · Social Psychology
Developing a learning progression for scientific modeling
Drawing to Learn in Science
Eight Ways to Promote Generative Learning
Assessing students’ approaches to modelling in undergraduate biology
Developing and Using Multiple Models to Promote Scientific Literacy in the Context of Socio-Scientific Issues
Multimedia and understanding
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |