Elementary Teachers' Selection and Use of Visual Models

• In Event: Sheraton Roundtable Session 7
  In Roundtable Session: Multiple Ways of Content Engagement

Abstract

As science grows in complexity, science teachers must present the systems of science with the use of models. This mixed methods study investigated the selection and use of visual models proposed by sixty-seven elementary in-service and sixty-nine elementary pre-service teachers for a science lesson on the water cycle. Quantitative and qualitative analyses of a card-sort assessment of visual models was conducted. Results from this study showed that both in-service and pre-service teachers selected similar models and provided similar rationales for their choices. Teachers tended to select models that were aesthetically pleasing, simple in design, and illustrated specific elements of the water cycle. Proposed pedagogical approaches for using visual models as student centered were classified as early stages of modeling.

Authors

• Tammy Lee, East Carolina University

• M. Gail Jones, North Carolina State University

• Bonnie Glass, East Carolina University