The Features of Norms Formed in Constructing Student-Generated Drawings to Explain Physics Phenomena

Autor/inn/en	Chang, Jina; Park, Joonhyeong; Tang, Kok-Sing; Treagust, David F.; Won, Mihye
Titel	The Features of Norms Formed in Constructing Student-Generated Drawings to Explain Physics Phenomena
Quelle	In: International Journal of Science Education, 42 (2020) 8, S.1362-1387 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Jina) ORCID (Park, Joonhyeong) ORCID (Tang, Kok-Sing) ORCID (Treagust, David F.) ORCID (Won, Mihye)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1762138
Schlagwörter	Physics; Elementary School Students; Freehand Drawing; Student Attitudes; Science Instruction; Story Telling; Gifted; Teaching Methods; Visualization; Case Studies; Scientific Concepts; Concept Formation; Classroom Communication; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Physik; Drawing; Zeichnen; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Begabter, Hoch Begabter; Teaching method; Lehrmethode; Unterrichtsmethode; Visualisation; Visualisierung; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Student-generated drawing is a useful strategy to construct students' scientific ideas. For exploring ways to support student-generated drawing, we focused on the perspective of 'Norms' -- shared behaviour patterns desirable in a community. We investigated what norms were formed and how they emerged when students made drawings to explain phenomena. Data were collected from classroom observations, interviews and students' artefacts from five physics lessons in a primary school gifted programme. The data were analysed based on three essential features of norms: justifiability, sharing and behaviours. Consequently, two main norms were reported with four sub-norms in terms of two processes of drawing: meaning-making and representing. First, to show invisible mechanism, 'explaining why' was emphasised as a main norm of the meaning-making process. This norm was shared in classroom discussions and drawings by interacting with two sub-norms that supported students to interpret phenomena with 'key concepts' at a 'particle level'. Second, 'telling a story visually' was another main norm of the representing process. This norm was formed with two sub-norms that encouraged students to visualise ideas with 'their own symbols' in ways that were 'easy to understand'. These results indicate that norms can guide desirable directions for students to construct and visualise ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01