A Representation Construction Approach

Tytler, Russell; Hubber, Peter; Prain, Vaughan; Waldrip, Bruce

doi:10.1007/978-94-6209-203-7_3

Cited by 30 publications

(34 citation statements)

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“…The primary focus of this unit was to provide opportunities for the chemistry preservice teachers to explore epistemically their chemistry content knowledge in the hope it would become embedded in their emergent PCK. One such pedagogy employed was the representation construction approach, which involves engaging preservice teachers with a wide variety of representations of science discursively (see Figure ). In a normal year, over the unit students are challenged to make or undergo many of these representations themselves, discuss them with their peers (chemistry and nonchemistry preservice teachers, either online in discussion forums or in class), and reflect on their effectiveness in their teaching placements in schools.…”

Section: Reflective Vignettesmentioning

confidence: 99%

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

2020

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As the World Health Organization declared COVID-19 a global pandemic in March 2020, universities around the world reacted quickly by shifting classes online. To varying extents, this rapid change required chemistry teacher educators to rethink and redesign their units and delivery. Some teacher educators may have perceived this shift as a timely opportunity to reflect on their technological pedagogical content knowledge (TPACK) and on how to model TPACK through chemistry preservice teacher education classes. This paper presents reflections from three chemistry teacher educators from different universities in Victoria, Australia. The reflections are offered in the form of vignettes that illustrate how these teacher educators modeled the use of digital technologies to meaningfully support preservice teachers’ learning in chemistry education. After the teachers independently wrote the vignettes, they were analyzed for common themes which have been used to develop recommendations for other chemistry teacher educators who may also find themselves reflecting on their TPACK as they support preservice teachers in an online environment.

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Section: Reflective Vignettesmentioning

confidence: 99%

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

2020

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“…The goal of this exploratory design experiment (Confrey, 2006) was to document student interactions and learning within a representations construction-learning environment (Tytler, Hubber, Prain, & Waldrip, 2013) for exploring aspects of sound transmission. Toward this end, I designed a series of representational challenges that engaged the young men in iterative cycles of constructing, critiquing, and refining drawings to represent aspects of sound transmission.…”

Section: Research Methods Setting and Participantsmentioning

confidence: 99%

Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance

Wright

2016

Urban Education

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This exploratory design experiment investigates Black male youth's participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men's deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students' potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.

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“…Considering that the existing studies have focused more on constructing students' explanations with multiple representations (Tytler et al, 2013;Yeo & Gilbert, 2014), this study makes contributions in this regard by describing more detailed processes of constructing and supporting students' explanations specialised in scientific drawings. Based on the results of this study, further studies are needed to explore how student-generated drawings can influence or interact with students' explanations with other multimodal representations.…”

Section: Conclusion and Implicationmentioning

confidence: 99%

“…Until now, the main focus of existing studies on using student-generated drawing as a pedagogical tool has been examining the effects of student-generated drawings rather than investigating how to guide student-generated drawings. Several studies have researched the process of constructing students' diagrams, and some studies have dealt with the general process of constructing multiple representations including drawings (e.g., Tytler, Hubber, Prain & Waldrip, 2013). Other researchers described the processes of constructing drawings (i.e.…”

Section: Introductionmentioning

confidence: 99%

The features of norms formed in constructing student-generated drawings to explain physics phenomena

Chang

Park

Tang

et al. 2020

International Journal of Science Education

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Student-generated drawing is a useful strategy to construct students' scientific ideas.For exploring ways to support student-generated drawing, this study focused on the perspective of 'Norms'-shared behaviour patterns desirable in a community. We investigated what norms were formed and how they emerged when students made their drawings to explain phenomena. Data were collected from classroom observations, interviews and students' artefacts from five physics lessons in a primary school gifted program. The data were analysed based on three essential features of norms: justifiability, sharing and behaviours. Consequently, two main norms were reported with four sub-norms in terms of two processes of drawing: meaning-making and representing. First, to show invisible mechanism, 'explaining why' was emphasised as a main norm of the meaning-making process. This norm was shared in group discussions and drawings by interacting with two sub-norms that supported students to interpret phenomena with 'key science concepts' at a 'particle level'. Second, 'telling a story visually' was another main norm of the representing process. This norm was formed with its two sub-norms that encouraged students to visualise ideas with 'their own symbols' in ways that were 'easy to understand'. These results indicate that norms can guide desirable directions for students to construct and visualise ideas in scientific drawings.

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A Representation Construction Approach

Cited by 30 publications

References 0 publications

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance

The features of norms formed in constructing student-generated drawings to explain physics phenomena

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