Compared with research on the role of student engagement with expert representations in learning science, investigation of the use and theoretical justification of student-generated representations to learn science is less common. In this paper, we present a framework that aims to integrate three perspectives to explain how and why…

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative-based representation rather than learners' cognitive constructs. In this paper we analyse data from a…

There is growing recognition that learners in science need to become familiar with the discourse rules, rationale, claims, and procedures of traditional ways of representing scientific inquiry and findings. At the same time, some researchers in science education have claimed that students also need opportunities to write in ways that enable…

As part of a long-term research study to enhance science learning, this paper reports on an exploratory study aimed at identifying initial beliefs and practices of a group of teachers and students (Years 4-6) in Australia when the students engaged with multiple representations of the same science concepts. There is growing recognition in science…

There is growing research interest in the challenges and opportunities learners face in representing scientific understandings, processes and reasoning. These challenges include integrating verbal, visual and mathematical modes in science discourse to make strong conceptual links between representations and classroom experiences. Our paper reports…

Reports on the processes and outcomes of practices in a preservice elementary science methods course designed to fathom existing student perceptions of the nature of science and move students from holding individually constructed, typically limited views on the nature of science towards more rich, publicly negotiated views. Uses an…

This study is a secondary analysis of six previous studies that formed part of an ongoing research program focused on examining the benefits of using writing-to-learn strategies within science classrooms. The study is an attempt to make broader generalizations than those based on individual studies, given limitations related to sample sizes,…

Attempts to clarify the critical, philosophical, epistemological, and pedagogical dimensions and underlying assumptions and relationships of a contemporary view of scientific literacy. Presents a practical framework for using writing in science to enhance scientific literacy and provides illustrative classroom examples. Contains 31 references.…

Suggests that considerable insight into effective teaching strategies may be gained through the analysis of a small section of classroom interaction using multiple perspectives. Provides an example of using discourse analysis to explore interactions. Contains 40 references. (DDR)