Abstract
Societal issues are characterized by relationships that are often difficult for students to grasp. Visual models, such as graphs, are commonly used in social studies teaching to assist students with this. However, interpreting graphs is a skill that students need to develop. The purpose of this article is to develop an understanding of what needs to be highlighted in Social Science education to create conditions for students to engage in qualified reasoning about the relationship between different factors related to a social issue, specifically through graphs (more specifically plot diagrams). The relationship between visual literacy and teaching and learning in Social Science is also discussed. The empirical data comprise 72 recorded and transcribed group discussions where students aged 12-17 discuss the relationship between GDP per capita and carbon dioxide emission levels per capita in different countries, and the fertility rate per woman and girls' education levels in different countries, using two plot diagrams. The data were analyzed phenomenographically to identify qualitatively different ways of experiencing Social Science plot diagrams and critical aspects needed to be to discerned for more qualified conceptions. Five conceptions were identified along with four critical aspects: identifying the overall pattern, the deviations, underlying factors of the pattern, and the dynamic nature of the graph and thus the social issue illustrated. The importance of providing students with opportunities to discuss "beyond" the graph and thus develop the ability to engage in qualified reasoning about the relationship between different factors related to a societal issue is discussed.
Published Version
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