Developing Young Adults' Representational Competence through Infographic-Based Science News Reporting

Autor/inn/en	Gebre, Engida H.; Polman, Joseph L.
Titel	Developing Young Adults' Representational Competence through Infographic-Based Science News Reporting
Quelle	In: International Journal of Science Education, 38 (2016) 18, S.2667-2687 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1258129
Schlagwörter	Young Adults; Competence; Scientific Literacy; Feedback (Response); News Reporting; Visual Aids; High School Students; Secondary School Science; Science Teachers; Grade 9; Grade 10; Grade 11; Grade 12; Statistical Analysis; Qualitative Research; Science Education; Peer Evaluation + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Kompetenz; News report; Reportage; Anschauungsmaterial; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Statistische Analyse; Qualitative Forschung; Naturwissenschaftliche Bildung
Abstract	This study presents descriptive analysis of young adults' use of multiple representations in the context of science news reporting. Across one semester, 71 high school students, in a socioeconomically diverse suburban secondary school in Midwestern United States, participated in activities of researching science topics of their choice and producing infographic-based science news for possible online publication. An external editor reviewed their draft infographics and provided comments for subsequent revision. Students also provided peer feedback to the draft version of infographics using an online commentary tool. We analysed the nature of representations students used as well as the comments from peer and the editor feedback. Results showed both students' capabilities and challenges in learning with representations in this context. Students frequently rely on using certain kinds of representations that are depictive in nature, and supporting their progress towards using more abstract representations requires special attention and identifying learning gaps. Results also showed that students were able to determine representational adequacy in the context of providing peer feedback. The study has implication for research and instruction using infographics as expressive tools to support learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01