Learning From and Through Representations in Science

Waldrip, Bruce; Prain, Vaughan

doi:10.1007/978-1-4020-9041-7_12

Cited by 25 publications

(18 citation statements)

References 46 publications

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“…Students' development of representational competencies (see the conceptualization a-d of representational competencies above referring to Waldrip & Prain, 2012) is illustrated in examples from dialogues where they come to describe the codes and signifiers in the representations (a). There are also examples where the students explain the links between representation and the target concept or process while working with the AR (b), e.g.…”

Section: Discussionmentioning

confidence: 99%

“…And, in the specific field of students' work with representations and animations, Ainsworth (2008) discusses how animations can be very difficult for learners to perceive, they do not by themselves develop and apply effective strategies for learning with animations. Waldrip and Prain (2012), referring among others to Ainsworth, discuss the multimodal discourses in the science classroom in particular, and conclude that students need to be supported if effective conceptual understanding are to be achieved. Based on these arguments, we will continue with a specific focus on student dialogue and teacher scaffolding in the theoretical framework for the present research.…”

Section: Ict In Science Educationmentioning

confidence: 99%

“…In the dialogue, there are examples where they refer to codes and signifiers (Waldrip & Prain, 2012) in the model in utterances like "Try to look there [..] carbon dioxide ". Neither teacher nor students do however talk about the animation as a model.…”

Section: Catalytic Convertermentioning

confidence: 99%

“…The analysis of classroom video consisted of creating a timeline based on the full teaching session, transcribing dialogues verbatim and situating these dialogues at the timeline. Dialogues from video were analysed looking into: 1) elements of teachers' macro-and micro-scaffolding, 2) various kinds of dialogue, e.g., exploratory talk among students and with the teacher, and 3) indications of students' representational competence (Waldrip & Prain, 2012).…”

Section: Data Collection and Data Analysismentioning

confidence: 99%

See 3 more Smart Citations

Students developing representational competence as producers with and of augmented reality in science

Nielsen

Brandt

Swensen

2018

NorDiNa

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Teacher Education, Norway. His research and development focuses on the use of technology in teaching and learning and how it facilitates student active learning methods. Students developing representational competence as producers with and of augmented reality in science AbstractThis research aims to examine how augmented reality (AR) can be used in lower secondary science education. The focus is on outcomes as perceived by students and teachers from 3 rounds of piloting AR-resources, in the third round supporting students as producers of AR. Data sources are teacher interviews, questionnaires and video/observation from Danish, Norwegian and Spanish classrooms. Findings point to positive possibilities for supporting students' representational competencies, however dependent of the teachers' thorough use of scaffolding. Teachers refer to student learning of the science content through active engagement in technology-supported inquiry. Students report a high level of outcomes, e.g., by experiencing a sense of presence in the science phenomena and "seeing the invisible". The piloting with students as AR-producers in particular revealed affordances for their creative and collaborative use of digital resources (21 st century skills), stimulating also dialogue about ICT from their everyday life as produced by someone.

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Section: Discussionmentioning

confidence: 99%

Section: Ict In Science Educationmentioning

confidence: 99%

Section: Catalytic Convertermentioning

confidence: 99%

Section: Data Collection and Data Analysismentioning

confidence: 99%

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Students developing representational competence as producers with and of augmented reality in science

Nielsen

Brandt

Swensen

2018

NorDiNa

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“…The ability to critique representations produced by others and one's own is an important practice, which supports individuals in inventing new representations and selecting a representation for a specific task (diSessa 2004;Waldrip and Prain 2012). When designing new representations, critique provides a basis on which to revise or refine a representation (diSessa 2004;Parnafes 2010;Prain et al 2009) and can often provide the impetus for students to reflect upon the content they are representing as they aim to represent it more accurately or effectively (Danish and Enyedy 2007;Danish 2010;Lehrer and Schauble 2005).…”

Section: The Importance Of Representational Critiquementioning

confidence: 99%

The impact of classroom context upon 1st and 2nd grade students’ critical criteria for science representations

Danish

Saleh

2015

Instr Sci

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We report on a design based research study exploring how the organization of classroom activity impacts early elementary students' critical criteria for evaluating representations in science class. The ability to critique representations produced by others as well as one's own is an important practice when working with representations. Effective critique requires understanding the purpose of the representation and the context of its use. We use Activity Theory to explore how a change in teacher prompts can facilitate a shift in how the teacher and the students organize their collective activity ultimately resulting in a change to the nature of their critical criteria for evaluating their peers' representations. To explore this relationship, we worked with a teacher to iteratively adapt and refine whole-group discussions of students' representations to provide a context in which students critique their peers' work on scientific grounds. After each representational activity, the teacher engaged the students in discussing the representations (three groups of students across a total of six sessions, N = 39). Findings indicate that contextual cues lead to a statistically significant shift in students talk. Video analysis indicates that shifts in contextual cues resulted in dramatic shifts in how the activity is mediated, resulting in the verbalization and application of increasingly robust scientific criteria across three different sessions.

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Augmented Reality in Lower Secondary Science Teaching: Teachers and Students as Producers

Nielsen¹,

Brandt²

2021

Contributions From Science Education Research

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Learning From and Through Representations in Science

Cited by 25 publications

References 46 publications

Students developing representational competence as producers with and of augmented reality in science

Students developing representational competence as producers with and of augmented reality in science

The impact of classroom context upon 1st and 2nd grade students’ critical criteria for science representations

Augmented Reality in Lower Secondary Science Teaching: Teachers and Students as Producers

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