Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously. The analysis, which combines a phenomenographic and a social semiotic approach, leads to the characterizations of five qualitatively different ways that visual representations may be unpacked. These outcome categories are presented in terms of a conceptual hierarchy, where two of these ways of unpacking are characterized as being teacher-centered and the other three as student-centered. This leads to a case being made that if teachers use student-centered ways of unpacking visual representations, then their students will be more likely to gain greater access to critical aspects and features of the enacted object of learning. We argue that in terms of making theoretical and practical contributions to the phenomenographic perspective on learning, the results can be used as a tool for researchers wishing to explore how visual representations can be used effectively in science education and also provide a useful basis for discussion in teacher education and in teacher professional development programs.

中文翻译：

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高中分子间力教学中不同的视觉表征解包方法

由于视觉表示在化学教学和学习中起着特别重要的作用，因此本文中描述的探索将重点放在它们上。这是一项探索性研究，探讨了瑞典高中化学教师处理分子间力的不同方式，可以解开视觉表征。开箱被表征为视觉表征被用来打开将预期学习对象的关键方面和特征带入焦点意识的可能性的方式，最初是独立的，然后是同时的。该分析结合了现象学和社会符号学方法，导致了对视觉表现可能被解开的五种质量不同的方式的表征。这些结果类别以概念层次结构的形式呈现，其中两种解包方式的特点是以教师为中心，另三种以学生为中心。这导致了一个案例，如果教师使用以学生为中心的方式来解开视觉表现，那么他们的学生将更有可能获得更多的机会接触到已制定学习对象的关键方面和特征。我们认为，在对学习的现象学观点做出理论和实践贡献方面，结果可以用作研究人员的工具，他们希望探索如何在科学教育中有效地使用视觉表示，并为讨论提供有用的基础。教师教育和教师专业发展计划。