Seeing climate change
Developing professional vision through interactive data visualisations
Bibliographic Data
| ID | 21589340 |
|---|---|
| Authors | Arne Solli (0000-0002-5667-0498, University of Gothenburg, corresponding author), Lena Pareto (0000-0002-5996-7668, University of Gothenburg), Alexina Thorén Williams (0000-0001-9757-3443, University of Gothenburg) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-06-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2026.2677220 |
| OpenAlex | W7164413210 |
| Language | EN |
| References cited | 24 |
This article examines how interactive data visualisations can foster professional vision in science teacher education, focusing on socioscientific issues (SSIs) related to climate change. Drawing on video-recorded teaching at a Swedish science centre exhibit, we analyse how an experienced educator engaged two pre-service teachers in exploring dynamic visualisations of sea-level rise and urban vulnerability projected onto a large-scale city model. Using interaction analysis and Charles Goodwin’s concept of professional vision, we identify key episodes that illustrate how professional ways of seeing are enacted in interaction. The analysis shows how the educator established a visual frame, interpreted risks, and projected futures. Professional vision was not only disciplinary and centred on interpreting scientific categories such as sea-level rise, infrastructural systems, temporal and scenario-based reasoning, and data-literacy practices. It was also pedagogical, oriented towards what might be teachable, engaging, or confusing for students. We propose the notion of dual-layered professional vision to capture this intersection of scientific and pedagogical seeing. The study contributes to research on SSI pedagogy and teacher education by demonstrating how interactive visualisations can be orchestrated to cultivate interpretive expertise, enabling pre-service teachers to engage with complexity, uncertainty, and the entanglement of science and society in an out-of-school context
Citizen science · Data visualization · Professional development · Science education · Visual methods · Visualization · Data Visualization and Analytics · Geography Education and Pedagogy · Statistics Education and Methodologies
Analyzing Multimodal Interaction
Rethinking Language, Mind, and World Dialogically
Mind as Action
Sociocultural ways of conceptualizing professional vision to support and study novice science teachers’ learning
The use of Cartography of Controversy within socioscientific issues-based education
Teaching Socioscientific Issues
Seeing by proxy
Visual brokerage
A systematic review of climate change education
Rendering controversial socioscientific issues legible through digital mapping tools
Professional Vision
| Citation velocity | historical |
|---|---|
| Highly cited | No |