See more from this Division: Topical Sessions
See more from this Session: Professional Society, Organization, Institution, and Federal Agency Achievements Supporting K–12 Teachers and Students
Abstract:
Results of the study reveal that 93% of teachers hung at least one poster distributed at professional development workshops and a significant variability in use of individual posters. Teachers attributed such variability to differences in specific content and aesthetics. Teacher interviews also provided novel insight into the how and why of poster use in the classroom from which a user-based definition of effectiveness can be developed. This definition suggests that classrooms represent a specialized venue for posters with needs not met by the science community's current paradigm of poster design. Thus, to more closely align the design of posters to actual classroom use; a) wall-posters should support teachers as communicators of content and support specific science teaching strategies where appropriate, b) wall-posters must have clear connections with the curriculum, c) explanatory text and small figures should be transferred to poster websites to accommodate self-directed student learning, c) large iconic imagery should be featured, and d) an online teachers' guide should accompany posters
See more from this Division: Topical Sessions
See more from this Session: Professional Society, Organization, Institution, and Federal Agency Achievements Supporting K–12 Teachers and Students