Teachers' Pedagogical Visual Literacy Skills in Elementary Science

Autor/in	Colandene, Michele M.
Titel	Teachers' Pedagogical Visual Literacy Skills in Elementary Science
Quelle	(2023), (397 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, George Mason University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0610-4
Schlagwörter	Hochschulschrift; Dissertation; Visual Literacy; Elementary School Teachers; Elementary School Science; Experienced Teachers; Skill Development; Scaffolding (Teaching Technique); Science Instruction; Science Education; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The complexity of science visual literacy education calls for a better understanding of elementary teacher visual literacy practices. Teachers play a key role in developing students' visual fluency through the visual literacy skills they develop in their pedagogical practices. Addressing these gaps in the research, this dissertation focused on the identification of elementary teachers' pedagogical science visual literacy skills and the practices associated with levels of pedagogical science visual literacy. A phenomenographic multiple case study design was used to understand the pedagogical science visual literacy skills of (n = 6) experienced elementary teachers. Data was collected through two interviews and lesson simulation. Half of the teachers in the study used scaffolded practices to support student development of application-based skills with science representations. However, three of the elementary teachers in this study engaged students in mostly knowledge-based skills of remembering and comprehension. Despite years of experience, these teachers did not support student understanding of science visuals. Several of the teachers discussed the importance of design features in visuals, but these teachers did not translate design information to the students they teach. Teacher practices that promoted visual thinking on the part of students, focused on learning science visuals through critical visual literacy and a socio-scientific lens. The findings of this study support the development of a framework for understanding pedagogical science visual literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01