文章基本信息

标题：HOW DO TEACHERS OF PHYSICAL SCIENCES WITH DIFFERENT PROFESSIONAL EXPERIENCES USE VISUAL REPRESENTATIONS WITH EPISTEMIC FUNCTIONS IN THE CLASSROOM
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作者：Elisa Saraiva ; J. Bernardino Lopes ; J. Paulo Cravino 等
期刊名称：Problems of Education in the 21st Century
印刷版ISSN：1822-7864
电子版ISSN：1822-7864
出版年度：2012
卷号：42
页码：97-114
语种：
出版社：Scientia Socialis
摘要：This study aims to clarify the role of visual representations (VR) on the promotion and development of students’ epistemic practices (EP) in the physical sciences (PS) classroom. The use of VR is crucial for supporting and developing students’ EP (student work in inquiry context). Research questions: (a) how do teachers trigger the use of VR by students in the classroom? (b) What functions can be attributed to VR in PS classrooms? (c) What is the impact of VR on students’ EP? In all questions the dependence on the context and teacher experience will be analyzed. This is a multicase study with five PS teachers, with different teaching experience, from Portuguese basic schools (students aged 13-15 years). Multimodal narratives were used (a description of what happens in the classroom, using several types of data collected). Using open coding analysis, categories were found and then cluster analysis was used to find patterns. Main findings: (a) teacher’s efforts are the triggers for the use of VR by students, especially the task proposal; (b) VR can be used as an illustration (does not increase students’ EP) or as epistemic mediator (increases students’ EP); (c) all these aspects are dependent on teacher experience.