Students' Integration of Textbook Representations into Their Understanding of Photomicrographs: Epistemic Network Analysis

Autor/inn/en	Cheung, Kason Ka Ching; Winterbottom, Mark
Titel	Students' Integration of Textbook Representations into Their Understanding of Photomicrographs: Epistemic Network Analysis
Quelle	In: Research in Science & Technological Education, 41 (2023) 2, S.544-563 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Kason Ka Ching) ORCID (Winterbottom, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2021.1920382
Schlagwörter	Foreign Countries; Secondary School Students; Science Education; Science Instruction; Scientific Literacy; Scientific Concepts; Textbooks; Visual Aids; Photography; Epistemology; Knowledge Level; Visualization; Competence; Network Analysis; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Anschauungsmaterial; Fotografie; Erkenntnistheorie; Wissensbasis; Visualisation; Visualisierung; Kompetenz; Netzplantechnik; Großbritannien
Abstract	Background: Photomicrographs are major biological representations which help students understand more about the structures of cells and tissues. Owing to their abstract nature, students often rely on representations in textbooks to develop their understanding of photomicrographs. Purpose: This study investigated how students with low, medium and high competence for visualizing photomicrographs integrated textbook representations into their understanding of visual aid. Sample: Twelve 14-15 year-old students who were studying biology in a UK secondary school participated in this study. Design and methods: We carried out semi-structured interviews with these students. A modified model of integration of text and picture was used to interpret students' verbal response and their drawing. An innovative discourse analysis approach, Epistemic Network Analysis, was used to analyse the connections between codes which were informed by the model. Results: Compared to students with high competence, students with low and medium levels of competence did not necessarily understand the structure-behaviour-function relationship of the textual representation, or notice the visual elements in the diagrams. Hence, they could not transfer their understanding of textbook representations into that of the photomicrograph. Conclusion: This study suggests that the modified model of integration of text and picture can potentially reveal how students with different levels of visualization competence access information from textual and pictorial information. Equally importantly, the study argues for using epistemic network analysis as a tool to examine how students integrate textbook representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01