Qualitatively Different Ways of Unpacking Visual Representations When Teaching Intermolecular Forces in Upper Secondary School

Autor/inn/en	Patron, Emelie; Linder, Cedric; Wikman, Susanne
Titel	Qualitatively Different Ways of Unpacking Visual Representations When Teaching Intermolecular Forces in Upper Secondary School
Quelle	In: Science Education, 105 (2021) 6, S.1173-1201 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Patron, Emelie) ORCID (Linder, Cedric) ORCID (Wikman, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21662
Schlagwörter	Science Instruction; Secondary School Science; Visual Aids; Molecular Structure; Chemistry; Teaching Methods; Student Centered Learning; Foreign Countries; Scientific Concepts; Concept Formation; Sweden + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anschauungsmaterial; Chemie; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Concept learning; Begriffsbildung; Schweden
Abstract	Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. "Unpacking" is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously. The analysis, which combines a phenomenographic and a social semiotic approach, leads to the characterizations of five qualitatively different ways that visual representations may be unpacked. These outcome categories are presented in terms of a conceptual hierarchy, where two of these ways of unpacking are characterized as being teacher-centered and the other three as student-centered. This leads to a case being made that if teachers use student-centered ways of unpacking visual representations, then their students will be more likely to gain greater access to critical aspects and features of the enacted object of learning. We argue that in terms of making theoretical and practical contributions to the phenomenographic perspective on learning, the results can be used as a tool for researchers wishing to explore how visual representations can be used effectively in science education and also provide a useful basis for discussion in teacher education and in teacher professional development programs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01