Examining How Activity Shapes Students' Interactions While Creating Representations in Early Elementary Science

Autor/inn/en	Danish, Joshua Adam; Saleh, Asmalina
Titel	Examining How Activity Shapes Students' Interactions While Creating Representations in Early Elementary Science
Quelle	In: International Journal of Science Education, 36 (2014) 14, S.2314-2334 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.923127
Schlagwörter	Elementary School Science; Elementary School Students; Cooperative Learning; Learning Strategies; Cognitive Style; Class Activities; Educational Theories; Grade 1; Grade 2; Early Childhood Education; Public Education; Mixed Age Grouping; Scores; Statistical Analysis; Freehand Drawing; Video Equipment + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil; Educational theory; Theory of education; Bildungstheorie; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Öffentliche Erziehung; Jahrgangsübergreifende Gruppe; Statistische Analyse; Drawing; Zeichnen
Abstract	It is common practice in elementary science classrooms to have students create representations, such as drawings, as a way of exploring new content. While numerous studies suggest the benefits of representation in science, the majority focus on specific, canonical representations, such as graphs. Few offer insight or guidance regarding how teachers might effectively incorporate ad hoc, non-normative student-generated representations in their curricula. This study addresses this gap by detailing the relationship between two designed activities--one that supported more open-ended engagement with referents and the other that promoted a synthesis of referents--and the representational products that students generated as a result. We present data from a mixed age classroom (ages 6-9, N?=?32) as students depicted their understanding of loggerhead sea turtles. Findings indicate that students performed better when working alone in the open condition and in collaborative dyads in the synthesize condition. These results suggest that it is necessary to unpack how mediating factors (such as students' cooperative strategies, facilitator feedback and materials used) align, to support or inhibit students' representational activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10