Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6476
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dc.contributor.authorDanish, Joshua
dc.contributor.authorStiso, Christina
dc.contributor.authorNicholas, Celeste
dc.contributor.authorHmelo-Silver, Cindy E.
dc.contributor.authorRogers, Meredith Park
dc.contributor.authorFrancis, Dionne Cross
dc.date.accessioned2020-07-08T23:53:48Z
dc.date.accessioned2020-07-09T04:29:52Z-
dc.date.available2020-07-08T23:53:48Z
dc.date.available2020-07-09T04:29:52Z-
dc.date.issued2020-06
dc.identifier.citationDanish, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.1934
dc.identifier.urihttps://repository.isls.org//handle/1/6476-
dc.description.abstractRepresentations 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleWhat, How, and Why Do Elementary Teachers Think About Using Representations in Their Science Teaching?en_US
dc.typeLong Paperen_US
Appears in Collections:ICLS 2020

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