Epistemic Network Analysis of Middle School Science Teachers’ Perceptions of Dynamic Visualizations

• In Event: Leveraging Technology to Enhance Teaching, Learning, and Assessment in STEM Education

Abstract

The dynamic visualization of complex science processes at the middle school level is important and understudied. Middle school science teachers' perspectives are critical in designing pedagogical tools that help students externally represent abstract science concepts. This qualitative exploratory study draws on Venkatesh's Technology Acceptance Model (TAM) (2015) to study three middle school science teachers' perceptions of dynamic visualizations. We used the Epistemic Network Analysis (ENA) as a model to analyze the interview data. This provided contextual insights into the factors and challenges that shape middle school science teachers' perceptions of dynamic visualizations in their classrooms. Thereafter, we discuss the implications of these findings for designing adaptable dynamic visualizations that meet curriculum standards.

Authors

• Jeremiah Nosakhare Akhigbe, Clemson University

• Adenike Omolara Adefisayo, Clemson University

• Danielle C. Herro, Clemson University