Representational Issues in Students Learning About Evaporation |
| |
| Authors: | Russell Tytler Vaughan Prain and Suzanne Peterson |
| |
| Institution: | (1) Faculty of Education, Deakin University, 221 Burwood Highway, Burwood, 3125, Australia;(2) La Trobe University, PO Box 199, Bendigo, 3552, Australia |
| |
| Abstract: | 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. |
| |
| Keywords: | student learning in science representation and learning literacies of science evaporation |
| 本文献已被 SpringerLink 等数据库收录！ |
|
