Multimodal Representations during an Inquiry Problem-Solving Activity in a Year 6 Science Class: A Case Study Investigating Cooperation, Physiological Arousal and Belief States

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Autor/inn/en	Gillies, Robyn M.; Carroll, Annemaree; Cunnington, Ross; Rafter, Mary; Palghat, Kelsey; Bednark, Jeff; Bourgeois, Amanda
Titel	Multimodal Representations during an Inquiry Problem-Solving Activity in a Year 6 Science Class: A Case Study Investigating Cooperation, Physiological Arousal and Belief States
Quelle	In: Australian Journal of Education, 60 (2016) 2, S.111-127 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944116650701
Schlagwörter	Foreign Countries; Inquiry; Problem Solving; Science Process Skills; Cooperative Learning; Scientific Concepts; Physiology; Arousal Patterns; Beliefs; Measurement Equipment; Science Education; Student Centered Learning; Group Activities; Science Instruction; Teaching Methods; Learner Engagement; Scientific Literacy; Elementary School Students; Language Usage; Scientific Attitudes; Australia + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; Kooperatives Lernen; Physiologie; Belief; Glaube; Messinstrument; Naturwissenschaftliche Bildung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Gruppenaktivität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Australien
Abstract	Teaching students to use and interpret different representational tools is critically important if they are to be scientifically literate, to understand how scientific ideas and concepts are represented and to appreciate how scientists think and act. Moreover, students not only need to be competent at using and explaining representations and learning new representations quickly but they also need to have opportunities to work cooperatively with others as it is through interactions between learners, tools and the environment that learning occurs. The current case study (part of a larger study) aimed to: (a) identify the effects of different teacher-introduced representational tools on students' conceptual understandings, dialogic processes, motivation and learning; (b) examine the representational tools used by students during their inquiry science; and (c) examine the physiological states indicative of engagement and cooperation during learning activities. Prior to and on completion of the curriculum unit, participants completed a series of measures to assess actual as well as self-perceived ability in science. Students also wore wireless wristbands to measure autonomic arousal level that were analysed to assess the level of synchrony in physiological states between children. The results showed that the teacher successfully used embodied representations to engage the students in the science unit and maintained their focus in the cooperative groups by using language that encouraged on-going participation in the task. In turn, the students remained on-task and the majority of the language they employed was used to construct and communicate their scientific understanding to others. This high-level common engagement during whole class activities and student-centred learning during the cooperative group activities were also reflected in the physiological measures of synchrony between students. By integrating the video and biometric data with the data from the individual assessments, we construct a rich picture of relationship between the teacher's use of multimodal representations and cooperative small groups with the students' use of scientific language, physiological engagement and their beliefs and attitudes towards science. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01