Science Learning and Graphic Symbols: An Exploration of Early Years Teachers’ Views And Use of Graphic Symbols When Teaching Science
 
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1
University of Reading
2
Special Educational Solutions (SE.S), Cyprus
3
Open university
4
Kingston University
CORRESPONDING AUTHOR
Maria Kambouri   

University of Reading, 30 Ashburton road, RG2 7PE Reading, United Kingdom
Publish date: 2016-06-29
 
EURASIA J. Math., Sci Tech. Ed 2016;12(9):2399–2417
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ABSTRACT
Background:
The study investigated early years teachers’ understanding and use of graphic symbols, defined as the visual representation(s) used to communicate one or more “linguistic” concepts, which can be used to facilitate science learning.

Material and methods:
The study was conducted in Cyprus where six early years teachers were observed and interviewed.

Results:
The results indicate that the teachers had a good understanding of the role of symbols, but demonstrated a lack of understanding in regards to graphic symbols specifically. None of the teachers employed them in their observed science lesson, although some of them claimed that they did so.

Conclusions:
Findings suggest a gap in participants’ acquaintance with the terminology regarding different types of symbols and a lack of awareness about the use and availability of graphic symbols for the support of learning. There is a need to inform and train early years teachers about graphic symbols and their potential applications for supporting children’s learning.

eISSN:1305-8223
ISSN:1305-8215