The affordance of visual tools - the potential of visual representations of pricing facilitating an epistemic practice in economics teaching.

Autor/in	Jägerskog, Ann-Sofie
Titel	The affordance of visual tools - the potential of visual representations of pricing facilitating an epistemic practice in economics teaching.
Quelle	In: Journal of social science education, 20 (2021) 1, S. 65-90Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
Schlagwörter	Interventionsstudie; Lernsituation; Visuelles Medium; Diagramm; Diskussion; Schüler; Stockholm; Unterricht; Schweden; Kleingruppe; Lernsituation; Wissenserwerb; Lehr-Lern-Forschung; Sekundarstufe II; Schüler; Lehr-Lern-Forschung; Wissenserwerb; Kleingruppe; Unterricht; Visualisieren; Wirtschaftskunde; Diagramm; Diskussion; Schweden; Stockholm
Abstract	Purpose: This paper results from an intervention study focusing on the relationship between visual representation used in teaching about pricing in economics and teaching-learning practices established in the classroom, with a focus on the affordance offered through the representations used. Method: Lessons were conducted with four upper secondary classes: two had lessons based on graphs and two on a causal loop diagram. Transcriptions of the lesson, including small group discussions, were analysed using a practice theory perspective, identifying actions and goals driving them. Results arising from the two representations were compared. Findings: Different actions were mediated through the different representations. A causal loop diagram afforded more qualified actions, and more epistemic teaching-learning practices, than graphs. Research limitations/implications: This study should be replicated with different subject contents /visual representations. Practical implications: Choice of visual tools used in teaching will affect the practice established and thus the knowledge made available for students to experience. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1