Studies on Visualisation in Science Classrooms: A Systematic Literature Review

Autor/inn/en	Kim, Mijung; Jin, Qingna
Titel	Studies on Visualisation in Science Classrooms: A Systematic Literature Review
Quelle	In: International Journal of Science Education, 44 (2022) 17, S.2613-2631 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Mijung) ORCID (Jin, Qingna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2140020
Schlagwörter	Science Instruction; Elementary Secondary Education; Visualization; Comparative Analysis; Abstract Reasoning; Teaching Methods; Learning Processes; Science Teachers; Researchers; Research Reports; Concept Formation; Scientific Concepts + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Visualisation; Visualisierung; Abstraktes Denken; Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Research report; Forschungsbericht; Concept learning; Begriffsbildung
Abstract	Visualisation has been a critical means of scientific reasoning, knowledge development, and communication. In science classrooms, visualisation plays significant roles for teaching and learning. To better understand the landscape of the existing research on visualisation for supporting student science learning in K to 12 classroom contexts, we undertook a systematic review to investigate what research areas and contexts of visualisation have been examined by science educators and researchers. In particular, this review explored the domains of science subject areas, authors, types and purposes of visualisation in science education research published in peer-reviewed journals between 2011 and 2021 and indexed in the ERIC and Academic Search Complete databases. Our systematic search and subsequent screening process yielded 33 studies for analysis. The findings suggest (a) research on visualisation for student science learning spans across the main science domains (i.e. life science, physical science, chemistry, earth and space science), and grade levels (from Grades 1-12); (b) compared with students' visualisation in social interactive contexts, more studies focused on individual students' visualisation; and (c) the majority of the research focused on students' concept learning through visualisation, rather than visualisation for scientific reasoning and communication. Based on these findings, suggestions for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01