Changing representations to learn primary science concepts

Article

Waldrip, Bruce and Prain, Vaughan. 2006. "Changing representations to learn primary science concepts." Teaching Science: The Journal of the Australian Science Teachers Association. 52 (4), pp. 17-21.

Article Title	Changing representations to learn primary science concepts
ERA Journal ID	22303
Article Category	Article
Authors	Waldrip, Bruce (Author) and Prain, Vaughan (Author)
Journal Title	Teaching Science: The Journal of the Australian Science Teachers Association
Journal Citation	52 (4), pp. 17-21
Number of Pages	5
Year	2006
Publisher	Australian Science Teachers Association
Place of Publication	Canberra, ACT
ISSN	1442-5556
	1449-6313
	1839-2946
Web Address (URL)	http://www.asta.edu.au/resources/teachingscience
Abstract	There is growing recognition that students need to understand and link different representational modes, such as graphic, numerical and verbal modes, in learning to think and act scientifically. Our paper reports on an exploratory study that aimed to investigate how students (years 4-6) responded to the challenge of engaging with, and learning how to interpret, multiple representations of the same science concepts. The findings, based on a case study approach employing qualitative methods, indicated that while teachers used various modes to engage students and assess learning, students often struggled to integrate concepts across modes, or understand the purpose of this translation work. There were various factors that affected students' understanding of concepts across modes, and the purpose of this modal focus. Our paper concludes with some implications for classroom practices in focusing on students' cross-modal learning.
Keywords	teaching science; cross-modal learning; learning concepts
ANZSRC Field of Research 2020	390113. Science, technology and engineering curriculum and pedagogy
	390304. Primary education
	390409. Learning sciences
Public Notes	Files associated with this item cannot be displayed due to copyright restrictions.
Byline Affiliations	Faculty of Education
	La Trobe University

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