Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
Wiley
Abstract
Since visual representations play a particularly important role in the teaching and learning of chemistry, the ex-ploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously.
Description
Keywords
Chemistry teaching, Phenomenography, Social semiotics, Visual representations, Upper secondary school
Citation
Patron, E. et al. (2021). Qualitatively different ways of unpacking visualrepresentations when teaching intermolecularforces in upper secondary school. Science Education,105,1173–1201. 10.1002/sce.21662