Biochemistry Instructors' Views toward Developing and Assessing Visual Literacy in Their Courses

Autor/inn/en	Linenberger, Kimberly J.; Holme, Thomas A.
Titel	Biochemistry Instructors' Views toward Developing and Assessing Visual Literacy in Their Courses
Quelle	In: Journal of Chemical Education, 92 (2015) 1, S.23-31 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500420r
Schlagwörter	Biochemistry; Visual Literacy; Teacher Attitudes; Skill Development; Science Process Skills; Instructional Material Evaluation; Skill Analysis; Needs Assessment; College Faculty; Multivariate Analysis; Instructional Development; Educational Research; Educational Needs; Interviews; Teacher Surveys; Teaching Methods; Visual Aids; Teacher Developed Materials + Suchen Sie Ihr Suchwort? Biochemie; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Bedarfsermittlung; Fakultät; Multivariate Analyse; Teaching improvement; Unterrichtsentwicklung; Bildungsforschung; Pädagogische Forschung; Educational need; Bildungsbedarf; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial
Abstract	Biochemistry instructors are inundated with various representations from which to choose to depict biochemical phenomena. Because of the immense amount of visual know-how needed to be an expert biochemist in the 21st century, there have been calls for instructors to develop biochemistry students' visual literacy. However, visual literacy has multiple aspects, and determining which area to develop can be quite daunting. Therefore, the goals of this study were to determine what visual literacy skills biochemistry instructors deem to be most important and how instructors develop and assess visual literacy skills in their biochemistry courses. In order to address these goals, a needs assessment was administered to a national sample of biochemistry faculty at four-year colleges and universities. Based on the results of the survey, a cluster analysis was conducted to group instructors into categories based on how they intended to develop visual literacy in their courses. A misalignment was found between the visual literacy skills that were most important and how instructors developed visual literacy. In addition, the majority of instructors assumed these skills on assessments rather than explicitly testing them. Implications focus on the need for better measures to assess visual literacy skills directly. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01