Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
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Analysis of Elementary Science Lesson Plans on Shadow Principle - Focusing on the Types and Cognitive Processes of Visual Representations -

그림자 원리에 대한 초등 과학 수업 지도안 분석 - 시각적 표상의 유형과 인지 과정을 중심으로 -

  • Received : 2019.12.29
  • Accepted : 2020.02.12
  • Published : 2020.02.29
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Abstract

Visual Representation Competence Taxonomy (VRC-T) was developed in previous study(Yoon, 2018) to provide a framework conducive to assess visual representation competence and to devise appropriate educational activities for it. This study is an extension of the previous study. It aimed to explore the usefulness of VRC-T and revise it by analyzing the patterns of visual representation use in science lessons. The researcher collected lesson plans on shadow principle from 11 pre-service and 13 in-service elementary teachers and conducted individual interviews regarding what visual representations they considered and how they tried to use them in science lessons. VRC-T was used as an analytical framework to examine the types and cognitive processes of visual representations. As a result, new categories were added and the revised VRC-T was completed (VRC-TR). It was also found that both pre- and in-service teachers mainly focused on 'interpreting' the 'descriptive representation' while designing their lesson plans. Additionally, in-service teachers showed more limited use of visual representations compared to pre-service teachers. In-service teachers largely relied on the national science textbooks, while pre-service teachers reflected their own learning experiences in their teacher-training program. These results showed that teachers' use of visual representations heavily relied on their prior learning and teaching experiences. The VRC-TR presented in this study and examples of class activities in each category can be helpful for teachers and researchers who want to use visual representations more effectively.

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References

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