ERIC Number: EJ1087644
Record Type: Journal
Publication Date: 2016-Feb
Abstractor: As Provided
Reference Count: 46
Representational Practices in Extra-Curricular Science Inquiry Projects: A Study with Asian Primary Pupils
So, Winnie W. M.
International Journal of Science and Mathematics Education, v14 n1 p55-79 Feb 2016
Data collection, organization, and analysis are indispensable means of seeking solutions during the process of inquiry. Representations (called inscriptions by some educators) including graphs, tables, photographs, and equations are powerful ways of arranging and displaying data in visual form. This study aims to analyze quantitatively the use of representations by Key Stage 2 (KS2) students in extra-curricular science inquiry projects. The reports from 145 science inquiry projects entries in a primary science exhibition in Hong Kong were studied. A total of 22 projects were awarded Outstanding; 46 were awarded Merit; and 77 were awarded Consolation by the exhibition judges using well-established scoring rubrics and procedures. The ability to use different types of representations and the representational practices were studied across the three award classes. Levels of abstraction and functionality (constructing, interpreting, reasoning, and presenting) were determined for the representation types and practices demonstrated in the reports. The findings indicate that the highest level projects (judged Outstanding) tended to exhibit a higher frequency and more diverse use of representations. In addition, the three award levels also displayed different patterns of representational practices.
Descriptors: Foreign Countries, Asians, Elementary School Students, Elementary School Science, Primary Education, Science Education, Extracurricular Activities, Inquiry, Science Process Skills, Science Projects, Exhibits, Scoring Rubrics, Informal Education, Scientific Concepts, Awards
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Hong Kong