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dc.contributor.authorChang, Jina
dc.contributor.authorPark, Joonhyeong
dc.contributor.authorTang, Kok-Sing
dc.contributor.authorTreagust, David
dc.contributor.authorWon, Mihye
dc.date.accessioned2021-05-14T06:20:41Z
dc.date.available2021-05-14T06:20:41Z
dc.date.issued2020
dc.identifier.citationChang, J. and Park, J. and Tang, K.S. and Treagust, D.F. and Won, M. 2020. The features of norms formed in constructing student-generated drawings to explain physics phenomena. International Journal of Science Education. 42 (8): pp. 1362-1387.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/83510
dc.identifier.doi10.1080/09500693.2020.1762138
dc.description.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.

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.subjectnorms
dc.subjectmeaning-making
dc.subjectrepresentation
dc.subjectSCIENTIFIC EXPLANATION
dc.subjectLEARNING-STRATEGIES
dc.subjectSCIENCE
dc.subjectMULTIPLE
dc.subjectREPRESENTATIONS
dc.subjectARGUMENTATION
dc.subjectFRAMEWORK
dc.titleThe features of norms formed in constructing student-generated drawings to explain physics phenomena
dc.typeJournal Article
dcterms.source.volume42
dcterms.source.number8
dcterms.source.startPage1362
dcterms.source.endPage1387
dcterms.source.issn0950-0693
dcterms.source.titleInternational Journal of Science Education
dc.date.updated2021-05-14T06:20:40Z
curtin.note

This is an accepted manuscript of an article published by Taylor & Francis in International Journal of Science Education on 14/06/2020 available online at http://www.tandfonline.com/10.1080/09500693.2020.1762138.

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.orcidChang, Jina [0000-0001-5618-3510]
curtin.contributor.orcidPark, Joonhyeong [0000-0002-5296-9396]
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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