Abstract
The use of visual representations (i.e., photographs, diagrams, models) has been part of science, and their use makes it possible for scientists to interact with and represent complex phenomena, not observable in other ways. Despite a wealth of research in science education on visual representations, the emphasis of such research has mainly been on the conceptual understanding when using visual representations and less on visual representations as epistemic objects. In this paper, we argue that by positioning visual representations as epistemic objects of scientific practices, science education can bring a renewed focus on how visualization contributes to knowledge formation in science from the learners’ perspective. This is a theoretical paper, and in order to argue about the role of visualization, we first present a case study, that of the discovery of the structure of DNA that highlights the epistemic components of visual information in science. The second case study focuses on Faraday’s use of the lines of magnetic force. Faraday is known of his exploratory, creative, and yet systemic way of experimenting, and the visual reasoning leading to theoretical development was an inherent part of the experimentation. Third, we trace a contemporary account from science focusing on the experimental practices and how reproducibility of experimental procedures can be reinforced through video data. Our conclusions suggest that in teaching science, the emphasis in visualization should shift from cognitive understanding—using the products of science to understand the content—to engaging in the processes of visualization. Furthermore, we suggest that is it essential to design curriculum materials and learning environments that create a social and epistemic context and invite students to engage in the practice of visualization as evidence, reasoning, experimental procedure, or a means of communication and reflect on these practices. Implications for teacher education include the need for teacher professional development programs to problematize the use of visual representations as epistemic objects that are part of scientific practices.
Highlights
The use of visual representations has been part of science, and their use makes it possible for scientists to interact with and represent complex phenomena, not observable in other ways
We argue that by positioning visual representations as epistemic objects, science education can bring a renewed focus on how visualization contributes to knowledge formation in science from the learners’ perspective
The third case study focuses on the current practices of scientists in the context of a peer-reviewed journal called the Journal of Visualized Experiments where the methodology is communicated through videotaped procedures
Summary
The use of visual representations (i.e., photographs, diagrams, models) has been part of science, and their use makes it possible for scientists to interact with and represent complex phenomena, not observable in other ways. We argue that by positioning visual representations as epistemic objects of scientific practices, science education can bring a renewed focus on how visualization contributes to knowledge formation in science from the learners’ perspective. Scientific practices, part of the process of science, are the cognitive and discursive activities that are targeted in science education to develop epistemic understanding and appreciation of the nature of science (Duschl et al 2008) and have been the emphasis of recent reform documents in science education across the world (Achieve 2013; Eurydice 2012). We argue that by positioning visual representations as epistemic objects, science education can bring a renewed focus on how visualization contributes to knowledge formation in science from the learners’ perspective. Studies in the field of science education have been using the term visualization as “the formation of an internal representation from an external representation” (Gilbert et al 2008, p. 4) or as a tool for conceptual understanding for students
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