Multiple representation in learning about evaporation

Prain, Vaughan, Tytler, Russell and Peterson, Suzanne 2009, Multiple representation in learning about evaporation, International journal of science education, vol. 31, no. 6, pp. 787-808.

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Title Multiple representation in learning about evaporation
Author(s) Prain, Vaughan
Tytler, Russell
Peterson, Suzanne
Journal name International journal of science education
Volume number 31
Issue number 6
Start page 787
End page 808
Total pages 22
Publisher London, England
Place of publication Taylor & Francis
Publication date 2009-04
ISSN 0950-0693
1464-5289
Summary There has been extensive research on children's understanding of evaporation, but representational issues entailed in this understanding have not been investigated in depth. This study explored three students' engagement with science concepts relating to evaporation through various representational modes, such as diagrams, verbal accounts, gestures, and captioned drawings. This engagement entailed students (a) clarifying their thinking through exploring representational resources; (b) developing understanding of what these representations signify; and (c) learning how to construct representational aspects of scientific explanation. The study involved a sequence of classroom lessons on evaporation and structured interviews with nine children, and found that a focus on representational challenges provided fresh insights into the conceptual task involved in learning science. 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
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2009
Copyright notice ©2009, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30019873

Document type: Journal Article
Collection: School of Education
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