Search results for: Visual learning
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Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers
This study was based on an action research project that took place during a science methods course and field experience of three preservice teachers. The focus of this study was to capture preservice teachers’ experiences using visual literacy strategies to teach science academic language to ELLs. Data revealed that preservice teachers recognized the significance and benefits of utilizing visual literacy as a method to teaching science academic language to ELLs. Results indicated that students employed self-discovery of academic language, knowledge of academic language, and the contextual use of academic language. Furthermore, each preservice teacher agreed that the visual literacy strategy was an effective approach to teaching science academic language to ELLs.
Updated: May. 05, 2015
This study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Findings indicate that novices expose critical stances in relation to activism, collegiality, and leverage, making public their unique potential to improve the educational system.
Updated: Aug. 24, 2014
The purpose of this study was to explore the way that knowledge is construed through global media and what effect that knowledge has on students’ responses. Data were obtained from two focus groups in which students viewed and responded to global media. The results of this study suggest that dynamic visual texts provide a venue for teachers and students to consider what knowledge global media affords. However, students should become critical viewers of media, able to carefully and thoughtfully engage with assertions and evidence to foster inquiring capacities.
Updated: Dec. 11, 2012
The paper summarizes the literature concerning the use of visual and textual metaphors. It also describes outcomes of a project designed to help teacher education candidates begin integrating their personal beliefs about teaching with their growing professional knowledge and emergent practice. By using metaphors, teacher educators have the opportunity to help candidates solidify convictions and meanings and uncover “tacit or unarticulated” beliefs (Clandinin & Connelly, 1995, p. 6) that can lead to frame conflict (Reddy, 1993), that is, dueling metaphors.
Updated: Mar. 12, 2009