Abstract
Visual representations (VRs) are perceived as crucial to science learning and teaching. Despite teachers’ central role in mediating between information (including visual information) and learners, teachers’ knowledge in the domain of information representation has received only limited attention. We aimed to examine aspects of VR knowledge and competence among 72 science and math teachers from diverse backgrounds, by investigating teachers’ self-generated VRs and preferred ready VRs to represent textual data. First, teachers were asked to self-generate a VR to accurately represent each of three given textual scenarios of different types. Next, in a multiple-choice task, teachers were asked to select the single VR that most efficiently represented each of these same three textual scenarios, from a set of four ready VRs per scenario. Teachers could select a VR type that resembled or differed from the type they had self-generated. Participants then reasoned about their self-generated products and their choices of ready VRs – in writing and in interviews. Content analysis was performed on the self-generated and the selected ready representations and on teachers’ written and transcribed interview responses. Findings revealed the impact of teachers’ lack of training in this area on their performance and products.
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Notes
- 1.
Part B task items are presented to convey readers an impression and layout of each scenario representations.
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Appendices
Appendices
1.1 Appendix A: Given Textual Scenarios, Tasks, and Optimal Visual Representation (VR) Types
1.1.1 Scenario 1 (Classroom Discipline)
Behavior in the Classroom: Amir chitchatted during the lesson. Because it was a minor behavioral disruption and his first, the teacher decided to move him to a different seat. When Amir chatted again, the teacher decided to write him up in the classroom log. But after he bullied nearby classmates, his case was handed over to the school’s disciplinary officer for handling. The officer decided that the school counselor should also attend the inquiry in the office. Because this was Amir’s third disciplinary problem, a message was also sent to the principal and the student’s parents. A month later Amir was caught hitting his classmates during a lesson and was immediately sent to the disciplinary officer due to the severity of his behavior. The incident was also reported to the school counselor, the principal, and the parents. The principal decided to suspend Amir from school for 3 days, after which he returned to class but remained under the counselor’s supervision. Task: Generate a VR to describe the process of handling Amir in terms of his behavioral infractions.
1.1.2 Scenario 2 (Plant Growth Rates)
The Distribution of Yellowettes. Israel is very versatile in its topography and plant life. Between April and May of 2012, the distribution of Yellowette plants per square kilometer was measured in Israel. In order to depict Yellowettes’ growth, two variables were measured, average elevation above/below sea level and average precipitation in a number of locations: the Dead Sea (424 m. below sea level), Mt. Meron (1,204 m. above sea level), the Negba Kibbutz (85 m. above sea level), Jerusalem (713 m. above sea level), Jezreel Valley (35 m. above sea level), and Tiberius (210 m. below sea level). The average annual precipitation in mm in those areas was, respectively: 120, 900, 478, 553, 500, and 450. The research also found that the average number of Yellowettes per square kilometer in each of the aforementioned areas was, respectively: 27, 92, 953, 380, 773, and 400. In addition, it emerged that during the autumn the amount of Yellowettes dropped in some of the areas. Task: Generate a VR to describe the salient trends in the growth of Yellowettes in their natural environment.
1.1.3 Scenario 3 (Poem on Margaret Ann)
Margaret Ann, a Poem by Nurit Zarchi (1992)
Why always so sad | Yes yes, her dresses straight down |
Margaret Ann, | Socks straight up to her knees |
The neighbors ask. | The neighbors say. |
She seems unhappy | So different, so strange. |
Her pale face drawn | |
Hair swept into a bun | Did someone abuse her |
Yet just a young girl | Without our knowing |
She means no offence | Or unable to smile |
When replying, | Just born like that |
Never a cheeky giggle | Margaret Ann |
Yes yes, always respectful. | The neighbors say |
Or just withdraws into silence. | Is she really a girl? |
Task: Generate a VR to describe the relations between Margaret Ann and the other children.
1.2 Appendix B: The Multiple-Choice Task for the Scenarios: Four Ready VRs on Discipline
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Eilam, B., Poyas, Y., Hashimshoni, R. (2014). Representing Visually: What Teachers Know and What They Prefer. In: Eilam, B., Gilbert, J. (eds) Science Teachers’ Use of Visual Representations. Models and Modeling in Science Education, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-319-06526-7_3
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