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

Autor/inn/en	Patron, Emelie; Wikman, Susanne; Edfors, Inger; Johansson-Cederblad, Brita; Linder, Cedric
Titel	Teachers' reasoning: Classroom visual representational practices in the context of introductory chemical bonding.
Quelle	In: Science education, 101 (2017) 6, S. 887-906Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21298
Schlagwörter	Lehr-Lern-Forschung; Lernförderung; Chemische Bindung; Naturwissenschaftlicher Unterricht; Darstellungsweise
Abstract	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.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3