Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions

Autor/inn/en	Hansen, Janice; Richland, Lindsey
Titel	Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions
Quelle	(2020), (44 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Science Instruction; Attention Control; Executive Function; Intuition; Best Practices; Visual Aids; Preservice Teachers; Undergraduate Students; Middle School Students; Student Attitudes; Learning Processes; Scientific Concepts; Genetics; Cues; Teacher Education Programs; Preferences + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aufmerksamkeitstest; Anschauungsmaterial; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Learning process; Lernprozess; Humangenetik; Stichwort
Abstract	Reasoning about visual representations in science requires the ability to control one's attention, inhibit attention to irrelevant or incorrect information, and hold information in mind while manipulating it actively--all aspects of the limited capacity cognitive system described as humans' Executive Functions (EFs) (see Diamond, 2002). This manuscript describes pedagogical intuitions on best practices for how to sequence visual representations among pre-service teachers, adult undergraduates, and middle school children, with learning also tested in the middle school sample. Interestingly, at all ages, most people reported beliefs about teaching others that were different from beliefs about how they would learn. Teaching beliefs were most often that others would learn better from presenting representations one at a time-serially, while learning beliefs were that they themselves would learn best from simultaneous presentations. Students did learn best from simultaneously presented representations of mitosis and meiosis, but only when paired with self-explanation prompts to discuss the relationships between the graphics. These results provide new recommendations for helping students draw connections across visual representations, particularly mitosis and meiosis, and suggest that science educators would benefit from shifting their teaching beliefs to align with beliefs about their own learning from multiple visual representations. [This paper was published in "CBE - Life Sciences Education" (EJ1277451).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01