Multiple Representations in Elementary Science: Building Shared Understanding while Leveraging Students' Diverse Ideas and Practices

被引:9
作者
Pierson, Ashlyn E. [1 ,4 ]
Keifert, D. Teo [2 ]
Lee, Sarah J. [3 ]
Henrie, Andrea [3 ]
Johnson, Heather J. [3 ]
Enyedy, Noel [3 ]
机构
[1] Ohio State Univ, Dept Teaching & Learning, Columbus, OH USA
[2] Univ North Texas, Dept Educ Psychol, Denton, TX USA
[3] Vanderbilt Univ, Dept Teaching & Learning, Nashville, TN USA
[4] Ohio State Univ, Dept Teaching & Learning, Arps Hall,1945 N High St, Columbus, OH 43210 USA
关键词
Elementary education; professional development; representations; science education; scientific modeling; PROFESSIONAL-DEVELOPMENT; TEACHERS; KNOWLEDGE; LITERACY; MODELS; DISCOURSES; LEARNERS; FUNDS; MATHEMATICS; IDEOLOGIES;
D O I
10.1080/1046560X.2022.2143612
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Research has explored how science teachers can create equitable learning environments. In addition, research demonstrates that representations can be powerful tools for supporting disciplinary learning and inviting and leveraging students' diverse ideas and practices. Yet, professional development (PD) about representations has primarily focused on teachers' knowledge of disciplinary practices rather than on how teachers can value and build upon students' representations as resources for equitable sensemaking. In this paper, we present cases from a year-long professional development program with in-service elementary teachers designed to support science teaching with representations. Through our work with these teachers, we have illustrated an approach to using representations that supports equitable sensemaking by: (1) making space for students to create personally meaningful representations, (2) amplifying students' representations, and (3) helping students iteratively refine their representations and ideas. These findings extend literature about inclusive science teaching by illustrating how focusing on students' representations can support equitable sensemaking and by addressing tensions that emerge between equitable teaching, science standards that prioritize canonical knowledge and practices, and monoglossic language ideologies.
引用
收藏
页码:707 / 731
页数:25
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