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Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.ORCID iD: 0000-0002-9193-943X
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.ORCID iD: 0000-0001-9810-5561
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.
Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
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2017 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 101, no 6, p. 887-906Article in journal (Refereed) Published
Abstract [en]

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 thearea 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.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2017. Vol. 101, no 6, p. 887-906
National Category
Educational Sciences
Research subject
Natural Science, Science Education
Identifiers
URN: urn:nbn:se:lnu:diva-68019DOI: 10.1002/sce.21298ISI: 000422918500002OAI: oai:DiVA.org:lnu-68019DiVA, id: diva2:1142461
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2018-05-18Bibliographically approved

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Patron Sigfridsson, EmelieWikman, SusanneEdfors, IngerJohansson-Cederblad, Brita

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Patron Sigfridsson, EmelieWikman, SusanneEdfors, IngerJohansson-Cederblad, Brita
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Department of Chemistry and Biomedical SciencesDepartment of Biology and Environmental Science
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Science Education
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CiteExportLink to record
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  • apa
  • harvard1
  • ieee
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Language
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