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    Sequential patterns of students’ drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation

    81429.pdf (2.200Mb)
    Access Status
    Open access
    Authors
    Park, Joonhyeong
    Chang, Jina
    Tang, Kok-Sing
    Treagust, David
    Won, Mihye
    Date
    2020
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Park, J. and Chang, J. and Tang, K.S. and Treagust, D.F. and Won, M. 2020. Sequential patterns of students’ drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation. International Journal of Science Education. 42 (5): pp. 677-702.
    Source Title
    International Journal of Science Education
    DOI
    10.1080/09500693.2020.1724351
    ISSN
    0950-0693
    Faculty
    Faculty of Humanities
    School
    School of Education
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DP180100143
    Remarks

    This is an accepted manuscript of an article published by Taylor & Francis in International Journal of Science Education on 11/02/2020 available online at http://www.tandfonline.com/10.1080/09500693.2020.1724351.

    URI
    http://hdl.handle.net/20.500.11937/81365
    Collection
    • Curtin Research Publications
    Abstract

    © 2020 Informa UK Limited, trading as Taylor & Francis Group. The purpose of this study is to investigate the process of students’ construction of scientific explanations through drawing explanatory diagrams. For this, we observed fifth and sixth graders’ drawing processes in a gifted science class involving learning physics concepts in mechanics. The analysis was carried out on three pictorial representational levels: sensory (e.g. observed materials), unseen substance (e.g. molecules) and unseen non-substance (e.g. forces). We found that there were five patterns of interplay depending on the sequential path through the pictorial representational levels. All students began drawing explanatory diagrams from the sensory level as the first step and then constructed explanations using the unseen levels based on the interplay among different levels. In the process of forming meaningful relationships among the three levels of representation, students focused on a specific phenomenon through drawing at a sensory level and extended their making sense of the phenomenon from what happened to why it happened. Based on these findings, we suggest how teachers can use the interplay among the different pictorial representational levels to guide students in generating scientific explanations through drawing.

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