Using Interactive Visualization to Induce Transformative Conversations With Pre-Service Science Studies Teachers

We explore how interactive visualization within an education for sustainable development (ESD) intervention could stimulate transformative learning, affective engagement, and sustainability awareness among Swedish pre-service science studies teachers. A qualitative group case study with three pre-service teachers was inspired by transformative learning theory and involved a pre- and post-group interview, engagement with interactive visualization exhibits in a digital science center, and a group discussion. Thematic analysis of audio recordings revealed five themes reflecting the pedagogical value of interactive visualization, pre-service teachers’ awareness of the complexity of sustainability topics, and a sense of responsibility as individuals and future educators. The visualization-based interventions also influenced participants’ emotional reactions and their perceived advantage regarding sustainability issues. The study contributes knowledge on how visual-dialogical interventions might trigger transformative learning processes and integration of ESD in science education through critical reflection, affective engagement, and holistic thinking towards responsibility and complexity.