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, doi: 10.1080/09500690701824249.

Attached Files
Name Description MIMEType Size Downloads

Title Multiple representation in learning about evaporation
Author(s) Prain, VaughanORCID iD for Prain, Vaughan
Tytler, RussellORCID iD for 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
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
DOI 10.1080/09500690701824249
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

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Connect to link resolver
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 59 times in TR Web of Science
Scopus Citation Count Cited 72 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 1075 Abstract Views, 7 File Downloads  -  Detailed Statistics
Created: Thu, 24 Sep 2009, 09:37:46 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact