caa a22 4500 445319801 CHVBK 20180317142700.0 cr unu---uuuuu 170323e20111101xx s 000 0 eng 10.1007/s10972-010-9204-1 doi (NATIONALLICENCE)springer-10.1007/s10972-010-9204-1 Elementary Teachers' Use of Graphical Representations in Science Teaching [Elektronische Daten] [Julianne Coleman, Erin McTigue, Laura Smolkin] The purpose of this study was to obtain data on United States K-5 elementary school teachers' self-reported instructional practices with graphical representations. Via an electronic survey, 388 elementary teachers, from throughout the US, reported about their teaching of the interpretation and the production of graphics within science. The main findings indicate that: (1) pointing to or referring to graphical representations in books (92% of respondents) was the most frequently used instructional practice across the disciplines and grade levels; (2) five of nine graphical representations (over 90%) were more frequently used in science instruction than in other content areas, and (3) students' graphical productions involving drawings, labeling, and oral and written explanations were very infrequent. The findings indicate that while teachers may tacitly use graphics within science instruction, they may not be explicitly teaching about this visual form of communication. The Association for Science Teacher Education, USA, 2010 Visual literacy nationallicence Graphics nationallicence Science elementary nationallicence Multiliteracies nationallicence Coleman Julianne Curriculum and Instruction, University of Alabama, Tuscaloosa, AL, USA aut McTigue Erin University of Texas A & M, College Station, TX, USA aut Smolkin Laura University of Virginia, Charlottesville, VA, USA aut Journal of Science Teacher Education Springer Netherlands 22/7(2011-11-01), 613-643 1046-560X 22:7<613 2011 22 10972 https://doi.org/10.1007/s10972-010-9204-1 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-010-9204-1 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Coleman Julianne Curriculum and Instruction, University of Alabama, Tuscaloosa, AL, USA aut NATIONALLICENCE 700 1- McTigue Erin University of Texas A & M, College Station, TX, USA aut NATIONALLICENCE 700 1- Smolkin Laura University of Virginia, Charlottesville, VA, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/7(2011-11-01), 613-643 1046-560X 22:7<613 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer