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Representational issues in students learning about evaporation

journal contribution
posted on 09.01.2007, 00:00 authored by Russell TytlerRussell Tytler, Vaughan PrainVaughan Prain, S Peterson
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.

History

Journal

Research in science education

Volume

37

Issue

3

Pagination

313 - 331

Publisher

Springer

Location

Dordrecht, The Netherlands

ISSN

0157-244X

eISSN

1573-1898

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2007, Springer Science, Business Media B.V.