Challenges in Designing and Assessing Student Interdisciplinary Learning of Optics Using a Representation Construction Approach

Autor/inn/en	Xu, Lihua; Prain, Vaughan; Speldewinde, Christopher
Titel	Challenges in Designing and Assessing Student Interdisciplinary Learning of Optics Using a Representation Construction Approach
Quelle	In: International Journal of Science Education, 43 (2021) 6, S.844-867 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Lihua) ORCID (Prain, Vaughan) ORCID (Speldewinde, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1889070
Schlagwörter	Instructional Design; Optics; Interdisciplinary Approach; Science Instruction; Program Design; Grade 5; Mathematics Instruction; Mathematical Concepts; Guidelines; Barriers; Teaching Methods; Elementary School Students; Achievement Gains; Light; Inquiry; Foreign Countries; Pretests Posttests; Australia + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Optik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Programme design; Programmaufbau; Programmplanung; School year 05; 5. Schuljahr; Schuljahr 05; Mathematics lessons; Mathematikunterricht; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Licht; Ausland; Australien
Abstract	There is a growing interest in the value of teachers guiding students to generate their own representations to support conceptual learning in science and across complementary subjects such as mathematics. However, this approach to an interdisciplinary focus poses challenges for programme design and learning assessment. In this paper, we report on a 10-week study with a class of Year 5 students designed to (a) facilitate learning of key concepts in the topic of optics (e.g. reflection), and (b) make meaningful links between these concepts and relevant mathematical ones (e.g. symmetry and angles). Students were expected to construct, evaluate and refine representations to explain various experienced phenomena. We report on an assessment framework developed and applied to student work. Our findings indicate (a) some subject and interdisciplinary learning gains, and (b) specific challenges around designing this kind of programme, student learning assessment and teacher understanding to support this learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01