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dc.contributor.authorPark, Joonhyeong
dc.contributor.authorChang, Jina
dc.contributor.authorTang, Kok-Sing
dc.contributor.authorTreagust, David
dc.contributor.authorWon, Mihye
dc.date.accessioned2020-10-08T03:02:06Z
dc.date.available2020-10-08T03:02:06Z
dc.date.issued2020
dc.identifier.citationPark, 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.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/81365
dc.identifier.doi10.1080/09500693.2020.1724351
dc.description.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.

dc.languageEnglish
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.sponsoredbyhttp://purl.org/au-research/grants/arc/DP180100143
dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectStudent-generated drawing
dc.subjectscientific explanation
dc.subjectpictorial representation
dc.subjectinterplay
dc.subjectSCIENCE
dc.subjectPHYSICS
dc.subjectFRAMEWORK
dc.subjectLANGUAGE
dc.subjectMULTIPLE
dc.subjectSUBMICRO
dc.subjectMACRO
dc.titleSequential patterns of students’ drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation
dc.typeJournal Article
dcterms.source.volume42
dcterms.source.number5
dcterms.source.startPage677
dcterms.source.endPage702
dcterms.source.issn0950-0693
dcterms.source.titleInternational Journal of Science Education
dc.date.updated2020-10-08T03:02:05Z
curtin.note

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.

curtin.departmentSchool of Education
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
curtin.contributor.orcidTreagust, David [0000-0001-5340-0970]
curtin.contributor.orcidTang, Kok-Sing [0000-0002-2764-539X]
curtin.contributor.orcidWon, Mihye [0000-0001-8771-7626]
curtin.contributor.orcidPark, Joonhyeong [0000-0002-5296-9396]
curtin.contributor.orcidChang, Jina [0000-0001-5618-3510]
curtin.contributor.researcheridTang, Kok-Sing [I-3245-2019]
dcterms.source.eissn1464-5289
curtin.contributor.scopusauthoridTreagust, David [7004595538]
curtin.contributor.scopusauthoridTang, Kok-Sing [35300971500]
curtin.contributor.scopusauthoridWon, Mihye [55661375900]


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