Visualizing Science to Support English Learners' Understanding of Energy and Matter Flows in Life Science

• In Event: 60.029 - Toward More Equitable Science Learning Experiences

Abstract

This study investigates the impact of dynamic and static visualizations on English Language Learners’ (ELLs) and English-proficient students (EPSs)’ understanding of energy and matter flows during photosynthesis and cellular respiration. Seventh-grade ELLs and EPSs were randomly assigned to a dynamic or a static visualization condition and completed one of the 12-day technology-enhanced inquiry units using either dynamic or static visualizations of energy and matter transformations. The results show that dynamic visualizations provide a significant advantage over static visualizations for not only EPSs but also ELLs learning the molecular processes of energy and matter transformations and linking those ideas to the observable phenomena of photosynthesis and cellular respiration to demonstrate a sophisticated understanding of energy and matter flows in life science.

Author

• Kihyun "Kelly" Ryoo, University of North Carolina - Chapel Hill