Graphicacy And Its Role In Elementary Science And Technological Problem Solving Investigations: Implications For Teacher Professional Development

This paper reports on a study designed to provide professional development to elementary teachers on the use of graphically enhanced notebooks. Semiotic theory, along with classroom observations, and student and teacher interviews is being used to analyze student reasoning with graphics. Thus, providing a framework to categorize graphic types, informing the analysis of how students are thinking with graphics during their investigation. Our analyses revealed that the pedagogical power of student- generated graphics is not being harnessed at all stages of the inquiry/problem-solving cycle. We encourage the use of student-generated graphics as a cognitive tool for investigation, explanation and reflection.

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