Guiding Science and Mathematics Learning When Students Construct Representations

Autor/inn/en	Prain, Vaughan; Xu, Lihua; Speldewinde, Christopher
Titel	Guiding Science and Mathematics Learning When Students Construct Representations
Quelle	In: Research in Science Education, 53 (2023) 2, S.445-461 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Lihua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10063-9
Schlagwörter	Science Instruction; Mathematics Instruction; Teaching Methods; Inquiry; Learning Processes; Concept Formation; Active Learning; Chemistry; Elementary School Students; Grade 5; Interdisciplinary Approach; Scientific Concepts; Mathematical Concepts; Direct Instruction + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Concept learning; Begriffsbildung; Aktives Lernen; Chemie; School year 05; 5. Schuljahr; Schuljahr 05; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren
Abstract	There is a long tradition of teaching science through inquiry, with broad agreement about the form it should take. Students should investigate researchable questions; gather and analyse data; and develop and represent evidence-based claims. Authoritative teacher or textbook representations are generally used to guide this learning (Buckley & Boulter, 2000; Bybee, 1997; Furtak et al., 2012; Sell et al., 2006). Parallel to this approach, teachers have also guided students to construct, review and refine their own representations, leading to learning gains. However, this student representation construction approach poses new challenges for teachers. The teacher is expected to elicit and guide students' reasoning about their own represented claims as an orientation to understanding and learning scientific forms of reasoning and their representation. In this paper, drawing on our initial account of this pedagogy, we aim to clarify further this approach's rationale and teacher strategies and underlying purposes in key early stages of exploration in the topics of chemistry and mathematics with a Grade 5 class. An interdisciplinary focus was used to guide students' learning about the science concepts of states of matter, evaporation and the mathematical concepts of formal and informal measurement and data representation. Analysed data included video capture of the teacher's guidance of tasks and classroom discussion, student artefacts and teacher and student interviews. We identify how the teacher framed the task, oriented student inquiry and guided evaluation of students' representations through implicit and explicit instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01