Visual Representations in College Classrooms: Faculty Perception of Student Representational Competencies and Pedagogy

• In Event: AERA Poster Session Friday 1:45 pm
  In Poster Session: Instructional Design, Feedback, and Learning Strategies

Abstract

Representational competency, or the ability to learn from and with visual representations, is essential for success in college science. Yet, research shows students often struggle with these representations. Most existing evidence comes from lab-based studies using unrelated materials, leaving uncertainty about real classroom learning and excluding instructors’ perspectives. This study uses a nationally representative survey of college science instructors to address this gap. The study addresses the question of instructors’ perceptions of students’ abilities to learn from and with visual representations and what instruction is provided to build representational competencies. Results show students have lower-order competencies but struggle with higher-order conceptual thinking skills – consistent with instructional practices. Findings underscore the need for explicit instruction to support higher-order representational competencies.

Authors

• Zachary A. Myers, Pennsylvania State University

• Aluwesi Ledua Volau Fonolahi, Pennsylvania State University

• Melissa Hicks, Pennsylvania State University

• Peggy N. Van Meter, Pennsylvania State University