An Experienced Science Teacher's Metavisualization in the Case of the Complex System of Carbon Cycling

Autor/inn/en	Hung, Jung-Yi; Chang, Hsin-Yi; Hung, Jeng-Fung
Titel	An Experienced Science Teacher's Metavisualization in the Case of the Complex System of Carbon Cycling
Quelle	In: Research in Science Education, 51 (2021) 2, S.493-521 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Hsin-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9804-x
Schlagwörter	Science Instruction; Science Teachers; Teaching Methods; Visualization; Scientific Concepts; Concept Formation; Metacognition; Knowledge Level; Skills; Models + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Visualisation; Visualisierung; Concept learning; Begriffsbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wissensbasis; Skill; Fertigkeit; Analogiemodell
Abstract	Science teachers use a large number of visual representations and models in science classes to guide students to understand complex phenomena and to learn to conduct scientific inquiry. Fluent formation and use of visual representation involves metavisualization, which is a process related to metacognition and visualization. However, what kinds of knowledge and skills are involved and interact during successful metavisualization need further research. Moreover, teachers' metavisualization should be a focus of research since teachers play a mediating role in guiding students to become proficient performers of visualization in science. Therefore, in this study, we investigated how an experienced science teacher performed metavisualization via qualitative data collection techniques including think-aloud tasks and a follow-up retrospective interview. We identified the relevant knowledge and skills that were involved in the teacher's metavisualization. Moreover, by focusing on the interaction among the knowledge and skills, we observed three aspects of the teacher's performance that were salient to her metavisualization, including the use of metavisual strategies, judgement criteria, and the encountered critical points. Drawing upon previous perspectives and this study's findings, we propose a model of metavisualization by extending an existing model for further research. The findings also provide insight into teacher professional development programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01