Representational issues in students learning about evaporation

Tytler, Russell, Prain, Vaughan and Peterson, Suzanne 2007, Representational issues in students learning about evaporation, Research in science education, vol. 37, no. 3, pp. 313-331.

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Title Representational issues in students learning about evaporation
Author(s) Tytler, Russell
Prain, Vaughan
Peterson, Suzanne
Journal name Research in science education
Volume number 37
Issue number 3
Start page 313
End page 331
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2007-01-09
ISSN 0157-244X
1573-1898
Keyword(s) student learning in science
representation and learning
literacies of science
evaporation
Summary 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.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930199 Learner and Learning not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2007, Springer Science, Business Media B.V.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007417

Document type: Journal Article
Collection: School of Education
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