Changing representations to learn primary science concepts

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.