Multiple representation in learning about evaporation

Tytler, Russell and Prain, Vaughan 2005, Multiple representation in learning about evaporation, in EARLI 2005 : Multiple perspectives on effective learning environments, Kailas Printers and Lithographers, Nicosia, Cyprus, pp. 229-229.

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Title Multiple representation in learning about evaporation
Author(s) Tytler, Russell
Prain, Vaughan
Conference name European Association for Research on Learning and Instruction. Confernce (11th : 2005 : Nicosia, Cyprus)
Conference location Nicosia, Cyprus
Conference dates 22-27 August 2005
Title of proceedings EARLI 2005 : Multiple perspectives on effective learning environments
Publication date 2005
Start page 229
End page 229
Publisher Kailas Printers and Lithographers
Place of publication Nicosia, Cyprus
Summary This study draws on recent research on the central role of representation in learning. While there has been considerable research on Children’s understanding of evaporation, the representational issues entailed in this understanding have not been investigated in depth. The study explored students’ engagement with science concepts relating to evaporation through various representational modes such as diagrams, verbal accounts, gestures, and captioned drawings. This engagement entails students a) clarifying their thinking through exploring representational resources, b) developing understanding of what these representations signify and c) learning how to construct and interpret the representational aspects of scientific explanation. The study indicates how a focus on representation can provide fresh insights into the conceptual task involved in learning science. Primary school classroom sequences and structured interviews with 12 children indicated a range of learning potentialities flowing from this focus. 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.
ISBN 9963607659
9789963607655
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category L1 Full written paper - refereed (minor conferences)
Copyright notice ©2005, University of Cyprus
Persistent URL http://hdl.handle.net/10536/DRO/DU:30015841

Document type: Conference Paper
Collection: School of Scientific and Developmental Studies in Education
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