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2.7 - Using representations in the science classroom
- from Part 2 - Practice
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- By John Kenny, University of Tasmania, Connie Cirkony, Deakin University
- Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
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- Book:
- Teaching Secondary Science
- Published online:
- 06 August 2018
- Print publication:
- 16 November 2017, pp 348-374
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- Chapter
- Export citation
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Summary
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• engage your students and encourage them to think scientifically through the use of student-generated representations
• use the resources provided to develop a plan to begin to explore the use of representational reasoning in your classroom
• reflect on your questioning in relation to the use of student-generated representations to assess student learning and improve your science teaching
• plan a comprehensive unit of work based on incorporating representational reasoning into the 5Es learning model.
Introduction
This chapter is designed to provide practical advice and examples to help you develop your understanding of the ideas discussed in Chapter 1.7. Research into representational reasoning has indicated that this approach is an effective way to engage students in science and develop their understanding of science concepts. Using student-generated representations (SGRs) as a basis for reasoning about science, provides a means for students to build their knowledge and engage in science in a way that emulates the way science works and to appreciate scientific thinking (see Chapter 1.4 and Chapter 2.4 for detail on Nature of Science principles).
The teacher has an important role to play when student-generated representations are used as a basis for science inquiry and learning. The teacher needs to create a learning environment that values genuine inquiry, where students can make and refine claims, based on evidence, through a respectful discussion of their ideas. The teacher's role changes from a provider of expert knowledge to that of an expert guide. The aim is to plan and develop activities that will enable students to explore relevant problems, questions and/or issues and come to understand the relevant science concepts.
While acknowledging that the balance of breadth (i.e. covering the content) with depth (i.e. exploring topics deeply) is an ever-present tension, it is argued that the improved quality of student learning and engagement in science makes this approach worthwhile. The Australian Curriculum: Science encourages deep explorations of key concepts, so the onus is upon us as teachers of science to be creative, but purposeful, in planning. The tools provided in this chapter have been designed to support an iterative and responsive approach to planning science teaching.
You are encouraged to study the examples, adapt them as needed and try these ideas in your class.
1.7 - Teaching using student-generated representations in science
- from Part 1 - Theory
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- By John Kenny, University of Tasmania, Connie Cirkony, Deakin University
- Edited by Geoff Woolcott, Southern Cross University, Australia, Robert Whannell, University of New England, Australia
-
- Book:
- Teaching Secondary Science
- Published online:
- 06 August 2018
- Print publication:
- 16 November 2017, pp 141-167
-
- Chapter
- Export citation
-
Summary
We dedicate this chapter to the memory of our colleague and fellow author Professor Bruce Waldrip, who was a pioneer in the use of representational reasoning.
LEARNING OBJECTIVES
After studying this chapter, you should be able to:
• recognise a range of potential ways to represent scientific ideas which you can use with students and recognise the strengths and limitations of each form
• develop a strategy to incorporate representational reasoning in your teaching using student-generated representations (SGRs) to explore students’ thinking about a concept
• consider how to interact with students, what questioning you might use to promote thinking and encourage reasoning and argument based on evidence
• plan to engage your students in generating their own representations of a scientific idea and the evidence you will collect at each phase for formative and summative purposes.
Introduction
The Chief Scientist in Australia emphasised the importance of engaging students in productive science learning for the knowledge economy (Office of the Chief Scientist, 2013) and called for sustainable and equitable support systems to develop teachers’ professional knowledge and capabilities (Chubb, 2014). The number of students who are taking STEM subjects in secondary and tertiary education is declining both worldwide (Marginson et al., 2013) and in Australia (Kennedy et al., 2014). Furthermore, students are being ‘turned off’ science due to their experience in schools, so there is a need to explore how teachers can improve student engagement in science (Keys, 2005 ; Lyons, 2006).
Acknowledging this situation recognises that teacher professional knowledge and capabilities are at the heart of improving science learning for students. However, we need to be clear about what knowledge and capabilities are pertinent for teaching science and to also be mindful that teaching and learning in a classroom occurs through a complex interaction between students, the resources used and their teacher.
This chapter examines an approach to teaching science that has emerged from contemporary education research and which aims to address the problem of engaging students’ interest in science by providing more authentic learning experiences that emulate the way science knowledge is generated and how it actually works.
OPENING VIGNETTE
The two drawings in Figure 1.7.1 show a student's idea of what she thinks is the difference between the way the particles are arranged in metal and wool.