Graphic literacy in elementary science education: Enhancing inquiry, engineering problem solving and reasoning skills

Abstract

The demand for high quality science and engineering graduates continues to outstrip supply. The response must be a science and engineering education pedagogy that considers multiple modes of learning and teaching tailored to the various grade levels. Graphic literacy, the use of visual representations and their offspring including but not limited to pictures, models, graphs and other visual symbols can enhance K-12 scientific and engineering inquiry and problem-solving skills. The Grade 5 Motion and Design STC curriculum is one of several science units where technology and engineering concepts are introduced as part of the science inquiry cycle. The challenge is to identify and support student meaning-making and reasoning through the use of graphics and other support documentation. Over the past year the research team have been working with teachers to enhance the use of student-generated graphics. This study provides insight into the process of improving graphic pedagogy by leveraging semiotic analysis of student notebooks, in-class observations and ongoing support, the introduction of graphic tools (e.g., graphic taxonomy and master images), and formative assessment strategies to facilitate student science and technology learning. It is not enough to create representations; students must work through and revisit their graphics in context of the inquiry and problem solving cycle. © American Society for Engineering Education, 2009.