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    Analysis of Students’ Diagrams Explaining Scientific Phenomena

    83613.pdf (510.0Kb)
    Access Status
    Open access
    Authors
    McLure, Felicity
    Won, Mihye
    Treagust, David
    Date
    2021
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    McLure, F. and Won, M. and Treagust, D.F. 2021. Analysis of Students’ Diagrams Explaining Scientific Phenomena. Research in Science Education.
    Source Title
    Research in Science Education
    DOI
    10.1007/s11165-021-10004-y
    ISSN
    0157-244X
    Faculty
    Faculty of Humanities
    School
    School of Education
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DP180100143
    Remarks

    This is a post-peer-review, pre-copyedit version of an article published in Research in Science Education. The final authenticated version is available online at: http://doi.org/10.1007/s11165-021-10004-y.

    URI
    http://hdl.handle.net/20.500.11937/83767
    Collection
    • Curtin Research Publications
    Abstract

    While there has been much interest in the power of student-generated multiple representations to promote student reasoning and conceptual understanding, most studies of student explanations have been of written artefacts or only included diagrams as an adjunct to written explanations. This approach may be because teachers do not have an accessible framework with which to evaluate students’ diagrams as being explanations. Adapting de Andrade et al.’s Research in Science Education, 49, 787-807 (2019) evaluation framework for written explanations, this study explored the benefits and limitations of a framework to evaluate students’ explanatory diagrams. Seventeen grade 5 and 6 students produced a series of explanatory diagrams over six chemistry lessons on particle theory. Their diagrams were coded and evaluated using the proposed diagram analysis framework. Some sample diagrams are included to illustrate how the framework assisted the evaluation of students’ diagrams. The framework helped identify key features of students’ diagrams and evaluate their explanatory powers consistently and effectively. This research also indicates that a series of stand-alone diagrams can effectively be used by teachers to assess how students communicate their understanding of causal explanations in terms of sub-microscopic entities of the underlying phenomena.

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