Identifying Secondary-School Students' Difficulties When Reading Visual Representations Displayed in Physics Simulations

Autor/inn/en	López, Víctor; Pintó, Roser
Titel	Identifying Secondary-School Students' Difficulties When Reading Visual Representations Displayed in Physics Simulations
Quelle	In: International Journal of Science Education, 39 (2017) 10, S.1353-1380 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López, Víctor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1332441
Schlagwörter	Secondary School Students; Secondary School Science; Physics; Computer Simulation; Educational Technology; Technology Uses in Education; Heat; Magnets; Energy; Reading Difficulties; Visualization; Cognitive Processes; Visual Perception; Reading Processes; Interviews; Semantics + Suchen Sie Ihr Suchwort? Sekundarschüler; Physik; Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hitze; Stabmagnet; Energie; Reading difficulty; Leseschwierigkeit; Visualisation; Visualisierung; Cognitive process; Kognitiver Prozess; Visuelle Wahrnehmung; Leseprozess; Interviewing; Interviewtechnik; Semantik
Abstract	Computer simulations are often considered effective educational tools, since their visual and communicative power enable students to better understand physical systems and phenomena. However, previous studies have found that when students read visual representations some reading difficulties can arise, especially when these are complex or dynamic representations. We have analyzed how secondary-school students read the visual representations displayed in two PhET simulations (one addressing the friction-heating at microscopic level, and the other addressing the electromagnetic induction), and different typologies of reading difficulties have been identified: when reading the compositional structure of the representation, when giving appropriate relevance and semantic meaning to each visual element, and also when dealing with multiple representations and dynamic information. All students experienced at least one of these difficulties, and very similar difficulties appeared in the two groups of students, despite the different scientific content of the simulations. In conclusion, visualisation does not imply a full comprehension of the content of scientific simulations per se, and an effective reading process requires a set of reading skills, previous knowledge, attention, and external supports. Science teachers should bear in mind these issues in order to help students read images to take benefit of their educational potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01