Representational issues in teaching ideas about matter

This research study was designed around the notion that learning involves the recognition and development of students’ representational resources. It describes classroom sequences in the topic of ideas about matter that focused on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing further insight into student learning. Classroom sequences, involving two experienced teachers (Year 8 classes) and an inexperienced teacher (Year 7 class), were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to code the variety of representations used by teachers and students, and sequences of representational negotiation. The study found several issues that impacted on the teaching of the topic that include the epistemological position of the teacher, impact on pedagogy with a representational focus, content coverage and assessment as a consequence of adopting a representational focus in introducing ideas about matter.