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

Autor/inn/en	Pierson, Ashlyn E.; Keifert, D. Teo; Lee, Sarah J.; Henrie, Andrea; Johnson, Heather J.; Enyedy, Noel
Titel	Multiple Representations in Elementary Science: Building Shared Understanding While Leveraging Students' Diverse Ideas and Practices
Quelle	In: Journal of Science Teacher Education, 34 (2023) 7, S.707-731 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pierson, Ashlyn E.) ORCID (Keifert, D. Teo) ORCID (Lee, Sarah J.) ORCID (Henrie, Andrea) ORCID (Johnson, Heather J.) ORCID (Enyedy, Noel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2022.2143612
Schlagwörter	Elementary School Students; Science Education; Faculty Development; Science Instruction; Teaching Methods; Equal Education; Visual Aids; Student Diversity; Inclusion; Standards; Language Attitudes; Video Technology; Lesson Plans; English Language Learners + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Anschauungsmaterial; Inklusion; Standard; Sprachverhalten; Lesson planning; Unterrichtsplanung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01