Visual representations in the construction of scientific knowledge in the classroom

Abstract

In this paper we intend to highlight the role played by visual representation in the construction of scientific knowledge in the classroom and its influence on the development of students’ epistemic practices. With this work we try to reach an understanding about how the teacher’s mediation practices determine (or not) the use of visual representation as an epistemic mediator and how they contribute to promote and sustain the epistemic work of students in the classroom. To this end, we developed a multiple case study involving five teachers, during which we proceeded to the content analysis of the multimodal narratives corresponding to the classes they taught.