Using representations for teaching and learning in science

Abstract

There is growing research interest in both the challenges and opportunities learners face in trying to represent scientific understanding, processes and reasoning. The challenges, including integrating verbal, visual and mathematical modes in science discourse, and making strong conceptual links between classroom experiences and diverse 3D and 2D representations, are now well understood by researchers. However, a matching enhanced pedagogy of representation-rich learning opportunities, including their theoretical justification, is much less clearly established. Our paper reports on a three-year project to identify practical and theoretical issues entailed in maximizing representational opportunities for learners to develop conceptual understandings in science. We focus here on two case studies of the topics of force and the particle theory of matter in Years 7 and 8. Analysed qualitative and quantitative data indicated that tasks that required students to re-represent emerging understandings of concepts and processes across different modes promoted strong learning gains.