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

Abstract

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.

The research trends and contributions of science education during the COVID‐19 pandemic: A narrative systematic literature review of publications in selected journals

“…Studies in the branch of physics and physics education for junior high school levels include: hierarchical similarities between students in Asia, but there are differences in appreciation for women even though they do not construct all items in physics lessons (Oon et al., 2020); the use of infrared cameras provides visual interfaces for shared reference points and semiotic sources are important for stimulating verbal communication between students and between students and teachers (Åhman & Jeppsson, 2020); the normative features that are formed in constructing student work of images to explain physical phenomena (Chang et al., 2020); the impact of effective group work on social and gender differences in a Hong Kong science class on the topic of electricity (Fung, 2020); NOS in quantum physics being more accessible in various contexts (Stadermann & Goedhart, 2020); forms of participation in engineering product‐based inquiry in physics (Kapon, 2020); investigating students' ability to analyse experimental data in secondary physics education (Pols et al., 2021); and exploring the new dimensional reality of middle school students in Einstein's class (Kersting et al., 2021).…”

Prospective Secondary Teachers’ Emergent Knowledge and Beliefs: Inquiry-Oriented Differential Equations Contributing to Teacher Preparation

“…Generally, these collective practices and their evolution are documented by identifying ways of reasoning which function-as-if-shared (Cole et al, 2012;Rasmussen & Stephan, 2008). Individual meanings have also been linked to social and sociomathematical (socioscientific) norms in undergraduate mathematics (Rasmussen et al, 2020), physics (Chang et al, 2020), and chemistry (Warfa et al, 2018).…”

Plan‐Draw‐Evaluate (PDE) pattern in students' collaborative drawing: Interaction between visual and verbal modes of representation

“…Initially, individual processes in drawing were explored in relation to how the students generated their own drawings in terms of different representational levels and how to guide them to represent their ongoing understanding (J. Chang et al, 2020;. In the later part of the project, which is the focus of this study, we examined the process of group drawing in terms of their collaborative discourse and how to support them to generate group diagrams.…”