Primary and Lower Secondary Students' Perceptions of Representational Practices in Science Learning: Focus on Drawing and Writing

Autor/in	Uchinokura, Shingo
Titel	Primary and Lower Secondary Students' Perceptions of Representational Practices in Science Learning: Focus on Drawing and Writing
Quelle	In: International Journal of Science Education, 42 (2020) 18, S.3003-3025 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uchinokura, Shingo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1849854
Schlagwörter	Secondary School Students; Student Attitudes; Science Education; Learner Engagement; Grade 6; Grade 9; Freehand Drawing; Writing (Composition); Self Efficacy; Metacognition; Gender Differences; Scientific Concepts; Age Differences; Foreign Countries; Difficulty Level; Japan + Suchen Sie Ihr Suchwort? Sekundarschüler; Schülerverhalten; Naturwissenschaftliche Bildung; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Drawing; Zeichnen; Schreibübung; Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ausland; Schwierigkeitsgrad
Abstract	The study examined students' perceptions related to emotional and cognitive engagement of linguistic and diagrammatic representational practices in science learning. Altogether, 251 Japanese sixth-grade (11-12 years old) and 187 ninth-grade students (14-15 years old) participated. The students' recognitions were measured by a self-report questionnaire and were scrutinised using the Rasch Rating Scale model. All participants valued both representational practices as important in science learning. Drawing was seen as a useful cognitive tool. However, participants did not have positive self-efficacy for either writing or drawing. While they lacked a confidence in their ability to write in science, had more positive beliefs of cognitive engagement in writing. Compared to the explanation activity, the students did not engage in representational practices in a metacognitive and communicative way, implying that they were not in a multimodal learning environment. The female students had less positive emotional engagement in science and representational practices than male students. The findings imply that diagrammatic conventions and procedural knowledge of using diverse representational forms should be emphasized in science curricula. Further research on the relationship between self-efficacy for representational practices, motivational engagements, and academic achievement is recommended, as well as cultural differences in student engagement in representational practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01