共查询到20条相似文献，搜索用时 31 毫秒
1.
This study draws on recent research on the central role of representation in learning. While there has been considerable research
on students’ understanding of evaporation, the representational issues entailed in this understanding have not been investigated
in depth. The study explored students’ engagement with evaporation phenomena through various representational modes. The study
indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science through
an investigation of students’ responses to a structured classroom sequence and subsequent interviews over a year. A case study
of one child’s learning demonstrates the way conceptual advances are integrally connected with the development of representational
modes. The findings suggest that teacher-mediated negotiation of representational issues as students construct different modal
accounts can support enriched learning by enabling both (a) richer conceptual understanding by students, and (b) enhanced
teacher insights into students’ thinking. 相似文献
2.
3.
Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative‐based representation rather than learners’ cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children’s learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re‐interpreted in terms of the development of students’ representational resources. 相似文献
4.
There is growing research interest in both the challenges and opportunities learners face in trying to represent scientific
understanding, processes and reasoning. These challenges are increasingly well understood by researchers, including integrating
verbal, visual and mathematical modes in science discourse, and making strong conceptual links between classroom experiences
and diverse 3D and 2D representations. However, a matching enhanced pedagogy of representation-rich learning opportunities,
including their theoretical justification, is much less clearly established. Our paper reports on part of a three-year project
to identify practical and theoretical issues entailed in developing a pedagogical framework to guide teacher understanding
and practices to maximize representational opportunities for learners to develop conceptual understandings in science. 相似文献
5.
Compared with research on the role of student engagement with expert representations in learning science, investigation of the use and theoretical justification of student-generated representations to learn science is less common. In this paper, we present a framework that aims to integrate three perspectives to explain how and why representational construction supports learning in science. The first or semiotic perspective focuses on student use of particular features of symbolic and material tools to make meanings in science. The second or epistemic perspective focuses on how this representational construction relates to the broader picture of knowledge-building practices of inquiry in this disciplinary field, and the third or epistemological perspective focuses on how and what students can know through engaging in the challenge of representing causal accounts through these semiotic tools. We argue that each perspective entails productive constraints on students’ meaning-making as they construct and interpret their own representations. Our framework seeks to take into account the interplay of diverse cultural and cognitive resources students use in these meaning-making processes. We outline the basis for this framework before illustrating its explanatory value through a sequence of lessons on the topic of evaporation. 相似文献
6.
Bruce Waldrip Vaughan Prain 《International Journal of Science and Mathematics Education》2012,10(5):1191-1213
There is growing research interest in the challenges and opportunities learners face in representing scientific understandings, processes and reasoning. These challenges include integrating verbal, visual and mathematical modes in science discourse to make strong conceptual links between representations and classroom experiences. Our paper reports on a project that aimed to identify practical and theoretical issues entailed in a representation-intensive approach to guiding students’ conceptual learning in science. We focus here on a teacher developing students’ understanding of the formation of ions and molecules. We argue that the representations produced by students in this process met the criteria for representational competence proposed by diSessa (Cognition and Instruction, 22, 293–331, 2004) and Kozma & Russell (2005). The students understood that an effective representation needed to show relevant information, focus on pertinent points, be self-sufficient in its claims about the topic and provide coherent links between different parts of the representation. The final activity showed that their representations reached Kozma & Russell’s (2005) highest level of competence, where the students were able to use specific features of their representations to critique their suitability for explaining bonding and were able to show how their representation linked to the periodic table as a representation. We conclude by considering the implications of these findings. 相似文献
7.
The relationship between the different mediational means for supporting students’ learning with digital tools in science group work in a Norwegian lower-secondary school is examined. Analyses of teacher-student and student-student interactions are located in cultural-historical theory and draw on Galperin’s conceptualisation of learning processes. Findings show that digital tools, task design, peer collaboration, and teacher’s interventions dialectically interplay to shape how learners use mediational means: (1) digital tools are the resources that enable students to explicate their (mis)understandings; (2) compare-and-contrast tasks promote analytical thinking; (3) peers present themselves as resources who promote development of conceptual understanding; (4) the teacher guides learners’ attention towards the potential of the mediational resources, elicits, organises, and structures students’ knowledge. The dialectical interplay of these mediational means creates a system that supports and guides students’ learning. 相似文献
8.
Tzu-Ling Wang Yi-Kuan Tseng 《International Journal of Science and Mathematics Education》2018,16(2):203-219
The purpose of this study was to investigate the relative effectiveness of experimenting with physical manipulatives alone, virtual manipulatives alone, and virtual preceding physical manipulatives (combination environment) on third-grade students’ science achievement and conceptual understanding in the domain of state changes of water, focusing on the concepts of evaporation and condensation. A pretest-posttest design was used that involved 208 third-grade students assigned to the three learning conditions. A science achievement test and a two-tier conceptual test were administered to students before and after a teaching intervention. The results revealed that using virtual preceding physical manipulatives and virtual manipulatives alone enhanced students’ knowledge gains about evaporation and condensation greater than the use of physical laboratory activities alone. It was also found that the combination environment promoted students’ knowledge gains about these concepts equally well as the use of virtual laboratory activities alone. On the other hand, the results showed that using virtual preceding physical manipulatives promoted students’ conceptual understanding most efficiently compared to the use of either physical or virtual manipulatives alone; in contrast, experimenting with physical manipulatives alone was least influential for students’ conceptual understanding compared to the other manipulatives. 相似文献
9.
A large body of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts,
yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning.
Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of language,
and the importance of personal and contextual aspects of understanding science. The research described in this paper is designed
around the notion that learning involves the recognition and development of students’ representational resources. In particular,
we argue that conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes
a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this
perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers
were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture
the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted
with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus,
its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers
in implementing this approach. 相似文献
10.
Helping students to use and interpret representations in science is critically important if they are to become scientifically literate and able to engage in the discourses related to understanding scientific issues. The purpose of this case-study is to report on how one Year 5 teacher in a small, city school in Brisbane, Australia used different visual, embodied, and language representations to capture students’ engagement in the inquiry tasks. While the case study showed that the students demonstrated clear understandings of the relationships between the different scientific phenomena they were investigating, there is no evidence that these ways of thinking and talking generalised to other inquiry-science topics.However, the case study does provide insights into how this teacher used different visual, embodied, and language strategies to help the students in his class develop complex understandings of the inquiry-science unit they were studying. 相似文献
11.
Edna Tan 《Cultural Studies of Science Education》2013,8(2):361-365
Teacher-researcher narrative accounts are essential and insightful for the science education field, yet they are few and far-between. In this forum, I engage in dialogue with Nicole Grimes’s auto-ethnographic narrative on the affordances her femme-Carribean identity allowed for some students to engage more deeply in science. While I agree with and applaud Grimes’s reflection on how her perceived social identity had positive effects on some students’ engagement in science, I trouble the notion of such a social identity being framed solely as an asset to student learning by examining the power dynamics inherent in the enacted nanny-child relationship. I also propose the need for deeper analyses on how a teacher’s social identity can impact students’ learning experiences in the science classroom by looking at how the boundaries of the science classroom are redefined and what additional resources are recruited that can foster deeper engagement. 相似文献
12.
13.
The aim of this study was to explore whether a representational approach could impact on the scores that measure students’ understanding of mechanics and their ability to reason. The sample consisted of 24 students who were undergraduate, preservice physics teachers in the State University of Malang, Indonesia. The students were asked to represent a claim, provide evidence for it, and then, after further representational manipulations, refinement, discussion, and critical thought, to reflect on and confirm or modify their original case. Data analysis was based on the pretest–posttest scores and students’ responses to relevant phenomena during the course. The results showed that students’ reasoning ability significantly improved with a d-effect size of 2.58 for the technical aspects and 2.51 for the conceptual validity aspects, with the average normalized gain being 0.62 (upper–medium) for the two aspects. Students’ conceptual understanding of mechanics significantly improved with a d-effect size of about 2.50 and an average normalized gain of 0.63. Students’ competence in mechanics shifted significantly from an under competent level to mastery level. This paper addresses statistically previously untested issues in learning mechanics through a representational approach and does this in a culture that is quite different from what has been researched so far using student-generated representational learning as a reasoning tool for understanding and reasoning. 相似文献
14.
Helen M. Doerr 《Educational Studies in Mathematics》2006,62(1):3-24
Recent research suggests that the examination of students' work may lead to changes in teaching practice that are more effective in terms of students' mathematical learning. However, the link between the examination of students' work and the teachers' actions in the classroom is largely unexamined, particularly at the secondary level. In this paper, I present the results of a study in which teachers had extensive opportunities to examine the development of students' conceptual models of exponential growth in the context of their own classrooms. I describe two related aspects of the practice of one teacher: (a) how she listened to students' alternative solution strategies and (b) how she responded to these strategies in her practice. The results of the analysis suggest that as the teacher listened to her students, she developed a sophisticated schema for understanding the diversity of student thinking. The actions of the teacher supported extensive student engagement with the task and led the students to revise and refine their own mathematical thinking. This latter action reflects a significant shift in classroom practice from the role of the teacher as evaluator of student ideas to the role of students as self-evaluators of their emerging ideas. 相似文献
15.
ABSTRACTThere exists bias among students that learning organic chemistry topics requires rote learning. In this paper, we address such bias through an organic chemistry activity designed to promote argumentation. We investigated how pre-service science teachers engage in an argumentation about conformational analysis. Analysis of the outcomes concentrated on (a) pre-service teachers’ understanding of conformations of alkanes (b) the nature of the pre-service teachers’ discourse; (c) the quality of pre-service teachers’ argumentation; and (d) pre-service teachers’ spatial ability. Various measures were used to trace (a) conceptual understanding through the answers in the writing frames, (b) the nature of the pre-service teachers’ discourse using two different codes, (c) the quality of pre-service teachers’ argumentation by counting the number of episodes with higher-level argumentation, and (d) spatial ability by Spatial Ability Test. The results showed that high performing groups had multiple rebuttals in their argumentation and low performing groups had problems in evaluating the credibility of evidence. Furthermore, we observed that spatial abilities play an important role in pre-service teachers’ engagement in argumentation. The findings help understanding of how to further enhance pre-service teachers’ conceptual understanding and engagement in argumentation regarding organic chemistry concepts. 相似文献
16.
Representational competence is a target of novel learning environments given the assumption that improved representational competence improves learning in science. There exists little evidence, however, that improving representational competence is positively correlated with learning outcomes across science disciplines. In this report, we argue that the previously reported weak relationships between representational competence and science learning outcomes have resulted from designs that do not explicitly analyze the discipline‐specific skills related to the representational competence construct. Here, we demonstrate through a detailed analysis of students' representation use that at least two demonstrated skills comprising representational competence (e.g., construction and selection) are not strongly related to improved conceptual understanding in the domain. We discuss the implications of these results for the design of future learning environments that aim to improve learning through improved representational competence. 相似文献
17.
Elaine Silva Mangiante 《Research in Science Education》2018,48(1):207-232
The intent of national efforts to frame science education standards is to promote students’ development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers’ instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern’s decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher’s beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers’ planning for equitable science learning opportunities by all students. 相似文献
18.
Our study addresses the relationship between teacher talk and children’s conceptual learning in early science instruction. We examined the role of teacher talk in N = 32 kindergarten classes. The teachers were video-recorded at the beginning of a four-week instruction phase while assisting a group of children who were dealing with a learning unit on floating and sinking. The coding of teacher talk included expressions that were pertinent to the content (content-specific vocabulary) and talk that performed an underlying scaffolding function (scaffolding utterances). Teachers’ scaffolding utterances were assigned to four sub-types. The children’s conceptual understanding was measured in individual sessions in a pre-post design. The results of two different analytic approaches indicated that the teachers’ content-specific language acted as a positive predictor of the children’s learning outcomes whereas both positive and negative effects were found with respect to the sub-types of scaffolding utterances. 相似文献
19.
Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their content-specific forms and functions, this might be avoided. The development of an understanding of and ability to use multiple representations is crucial to students’ understanding of chemical bonding. This paper draws on data from a larger study involving two Year 11 chemistry classes (n = 27, n = 22). It explores the contribution of explicit instruction about multiple representations to students’ understanding and representation of chemical bonding. The instructional strategies were documented using audio-recordings and the teacher-researcher’s reflection journal. Pre-test–post-test comparisons showed an improvement in conceptual understanding and representational competence. Analysis of the students’ texts provided further evidence of the students’ ability to use multiple representations to explain macroscopic phenomena on the molecular level. The findings suggest that explicit instruction about representational form and function contributes to the enhancement of representational competence and conceptual understanding of bonding in chemistry. However, the scaffolding strategies employed by the teacher play an important role in the learning process. This research has implications for professional development enhancing teachers’ approaches to these aspects of instruction around chemical bonding. 相似文献
20.
Gavin W. Fulmer 《Journal of Science Teacher Education》2013,24(7):1219-1236
Like their students, teachers may hold a variety of naïve conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of conceptual change. The study takes place in the context of the adoption of a new unit on seasonal change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of conceptual change. One teacher had low attitude toward science and limited knowledge of conceptual change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of conceptual change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers. 相似文献