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|Title:||What, How, and Why Do Elementary Teachers Think About Using Representations in Their Science Teaching?|
Hmelo-Silver, Cindy E.
Rogers, Meredith Park
Francis, Dionne Cross
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Danish, J., Stiso, C., Nicholas, C., Hmelo-Silver, C. E., Rogers, M. P., & Francis, D. C. (2020). What, How, and Why Do Elementary Teachers Think About Using Representations in Their Science Teaching?. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 1934-1941). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Representations and representational practices are central to science education. Most research into the role of representations in supporting learning has focused on with less attention to how teachers understand representations and their use in classroom instruction. To better understand how teachers use representations, we developed a new framework called Representations for Teachers as Learners (RepTaL). This study leverages the RepTaL framework to explore the multiple dimensions of teachers’ representational understanding including their understanding of representational forms, ways of including representations within science, and ideas about what aspects of phenomena students should represent. We have used this framework to analyze interviews with 6 teachers in rural schools in the midwestern United States. We present an analysis of these interviews as an illustration of both the breadth of teacher ideas about representations including some of the limitations and as an illustration of how the RepTaL framework helps to make these ideas visible.|
|Appears in Collections:||ICLS 2020|
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