Using visual,embodied, and language representations to teach the 5E instructional model of inquiry science |
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| Institution: | 1. Centre for International Education, School of Education, University of Sussex, Brighton BN1 9RG, UK;2. Wumba, Apo, Abuja, Nigeria;3. Federal College of Education, Yola, PMB 2042, Yola, Adamawa State, Nigeria;1. School of Mathematics and Natural Sciences, Gaußstrasse 20, 42119 Wuppertal, Germany;2. School of Education, University of Wuppertal, Gaußstrasse 20, 42119 Wuppertal, Germany;1. Universidad de Castilla-la Mancha, Facultad de Educación de Cuenca Edificio Fray Luis de León, Campus Universitario s/n, C.P. 16071, Cuenca, Spain;2. Universidad Autonoma de Madrid, Departamento de Filología Inglesa, Facultad de Filosofía y Letras, Universidad Autónoma de Madrid, Campus de Cantoblanco, 28049 Madrid, Spain;1. Karlstad University, Department of Mathematics and Computer Science, Universitetsgatan 1, 651 88 Karlstad, Sweden;2. University of Cambridge, United Kingdom |
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| Abstract: | 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. |
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| Keywords: | Visual Embodied and language representations Inquiry science Scientific discourse 5E’s instructional model Scientific literacy |
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