The affordance of visual tools The potential of visual representations of pricing facilitating an epistemic practice in economics teaching

• Published in: Journal of social science education Vol. 20; no. 1; pp. 65 - 90
• Main Author: Ann-Sofie Jägerskog
• Format: Journal Article
• Language: English
• Published: Bielefeld Bielefeld University 01.01.2021; Journal of Social Science Education
• Subjects: Adolescents; affordance; Affordances; Causal Models; Classrooms; Concept Formation; Economics Education; epistemic practice; Epistemology; Foreign Countries; Graphs; Group Discussion; Knowledge; Lecture Method; Novices; pricing; Secondary School Students; Social sciences; Social sciences education; Students; Supply & demand; Supply and Demand; Teaching and Learning with Specialisation in the Social Sciences Education; Visual Aids; visual representation; ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik; Sweden (Stockholm)
• ISSN: 1611-9665; 1618-5293; 1618-5293
• DOI: 10.4119/jsse-3228

Purpose: This paper results from an intervention study focusing on the relationship between visual representation used in teaching about pricing in economics and teaching-learning practices established in the classroom, with a focus on the affordance offered through the representations used.Method: Lessons were conducted with four upper secondary classes: two had lessons based on graphs and two on a causal loop diagram. Transcriptions of the lesson, including small group discussions, were analysed using a practice theory perspective, identifying actions and goals driving them. Results arising from the two representations were compared.Findings: Different actions were mediated through the different representations. A causal loop diagram afforded more qualified actions, and more epistemic teaching-learning practices, than graphs.Research limitations/implications: This study should be replicated with different subject contents /visual representations.Practical implications: Choice of visual tools used in teaching will affect the practice established and thus the knowledge made available for students to experience.