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Representational issues in students learning about evaporation
journal contribution
posted on 2007-01-09, 00:00 authored by Russell TytlerRussell Tytler, Vaughan PrainVaughan Prain, S PetersonThis 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 educationVolume
37Issue
3Pagination
313 - 331Publisher
SpringerLocation
Dordrecht, The NetherlandsPublisher DOI
ISSN
0157-244XeISSN
1573-1898Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2007, Springer Science, Business Media B.V.Usage metrics
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