The Joint Work of Connecting Multiple (Re)presentations in Science Classrooms.

Autor/inn/en	Jornet, Alfredo; Roth, Wolff-Michael
Titel	The Joint Work of Connecting Multiple (Re)presentations in Science Classrooms.
Quelle	In: Science education, 99 (2015) 2, S. 378-403Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21150
Schlagwörter	Bedeutungserschließung; Naturwissenschaftlicher Unterricht; Studie
Abstract	The aim of this study is to advance current understanding of the transactional processes that characterize students' sense-making practices when they are confronted with multiple representations of scientific phenomena. Data for the study are derived from a design experiment that involves a technology-rich, inquiry-based sequence of activities. We draw on interaction analysis to examine the work by means of which a group of upper secondary school students make sense of a number of different ways in which a physical phenomenon-a phase transition-is presented to them. Our analytical perspective, grounded in a cultural-historical framework, involves scrutinizing how the different materials emerge and evolve as signifiers for something other than themselves during teacher-student and student-student transactions. This approach allows us to trace the emergence of students' interpretations of the relations between phenomena and their diverse presentations without committing to any preconceived notion of what these presentations stand for. We describe how students' bodily and pragmatic actions become reified in conceptual terms and how these relate to lived-in experiences rather than to formal underlying concepts. Findings are discussed with regard to the central role of body and praxis in research on learning science with multiple representations.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2017/4