Representing Visually: What Teachers Know and What They Prefer

Eilam, Billie; Poyas, Yael; Hashimshoni, Rachel

doi:10.1007/978-3-319-06526-7_3

Cited by 8 publications

(7 citation statements)

References 13 publications

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“…A similar observation was made by Eilam et al. () in their study on secondary and upper secondary science and mathematics teachers’ knowledge and competence with regard to their use of visual representations. We agree with their conclusion that teacher education could provide further training on how to use and reason about visual representation in science teaching.…”

Section: Discussionsupporting

confidence: 82%

“…Our study has shown that chemistry teachers do not always explicitly think about their selection of, or the design of, the visual representations they use to teach chemical bonding at the introductory level. This could be considered unsurprising because such reasoning about visual communications typically plays a very limited role in science teacher education (Eilam et al., ). This, in turn, implies that many graduating teachers will not have developed the kind of competencies needed to do so.…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, our article reports on part of a larger study, which aims to use the results reported here to explore the classroom enactments of semiotic reasoning practices in the modal domain of visual representations and students’ lived meaning‐making of these representations; areas where very little has been reported on in the literature (cf. Ainsworth & Newton, ; Cook, ; Eilam et al., ).…”

Section: Introductionmentioning

confidence: 99%

“…One particular aspect of this sharing of chemistry knowledge that for many years has gained attention is embedded in the array of visual representations, such as molecular models, chemical equations, formulas, chemical structures, and chemical symbols, that have been both developed by the discipline of chemistry and its pedagogical counterpart (e.g., work done here; see Eilam & Gilbert, 2014;Gilbert & Treagust, 2009;Gilbert, Boulter, & Elmer, 2000;Gilbert, De Jong, Justi, Treagust, & van Driel, 2002;Kozma, 2003;Treagust, Chittleborough, & Mamiala, 2003;Uttal & O'Doherty, 2008;Wu & Shah, 2004). Yet, very little of this branch of research has looked at teachers' reasoning in relation to these visual representations (Ainsworth & Newton, 2014;Eilam, Poyas, & Hashimshoni, 2014), and in particular when using a perspective that has educational communication in the science disciplines being about all meaning-making systems in focus (Airey & Linder, 2009;Airey & Linder, 2017;Jaipal, 2010;Jewitt, Kress, Ogborn, & Tsatsarelis, 2001;Marquez, Izquierdo, & Espinet, 2006;Tang, Delgado, & Moje, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

et al. 2017

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Visual representations are essential for communication and meaning‐making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital feature for the establishment of successful teaching practices. An important part of what lies behind the constitution of teaching practices is visual representational reasoning that is a function of disciplinary relevant aspects and educationally critical features of the aspects embedded in the intended object of learning. Little is known about teachers reasoning about such visual representational practices. This work addresses this shortfall in the area of chemical bonding. The data consist of semistructured interviews with 12 chemistry teachers in the Swedish upper secondary school system. The methodology uses a thematic analytic approach to capture and characterize the teachers’ reasoning about their classroom visual representational practices. The results suggest that the teachers’ reasoning tended to be limited. However, the teachers’ pay attention to the meaning‐making potential of the approaches for showing representations. The analysis presents these visualization approaches and the discussion makes theoretical links to the variation theory of learning.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

et al. 2017

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“…geralmente resulta em alta flexibilidade cognitiva em relação à sua aplicação(EILAM et al, 2014). Em um exame, itens com tabelas e quadros muito complexos devem ser substituídos, de Estudos Aplicados em Educação, v. 5, n. 9, jan./jun.…”

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Um Olhar Na Avaliação De Conhecimentos Químicos Para Candidatos Com Deficiência Visual No Enem

Ogeia

Cintra

2020

Rev. Est. Aplic. em Educação

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O deficiente visual quando realiza sua inscrição para o Exame Nacional do Ensino Médio deve informar ao Instituto Nacional de Pesquisas Educacionais Anísio Teixeira (INEP), órgão responsável pela avaliação, o tipo de prova que deseja realizar, tendo como opção as provas em Braille, as provas ampliadas ou as provas com adaptação Ledor (nesse caso, contando com a ajuda de ledores para realização da mesma). Esta pesquisa tem como finalidade verificar por meio de referenciais teóricos, os quesitos essenciais para as adaptações a serem realizadas na prova Ledor, assegurando equivalência entre as informações presentes nas provas dos candidatos videntes e aquelas presentes nas provas dos candidatos com deficiência visual. Nesse trabalho serão apresentados alguns exemplos de adaptações das provas do Caderno de Questões Branco, aplicada para os candidatos videntes, para as provas ledor do ENEM anos de 2014 e 2015, envolvendo questões relacionadas à disciplina de Química.

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Epistemic Beliefs and Teacher Education

Erduran

Kaya

2019

Science: Philosophy, History and Education

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Representing Visually: What Teachers Know and What They Prefer

Cited by 8 publications

References 13 publications

Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding

Um Olhar Na Avaliação De Conhecimentos Químicos Para Candidatos Com Deficiência Visual No Enem

Epistemic Beliefs and Teacher Education

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