A Case Study of Students’ Representational Fluency in Elementary School Science Learning

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  • 小学校理科における表象の流暢性の実態に関する事例的研究

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<p>In current science education, one of the issues that has come to the forefront is to aim for the development of children’s abilities of critical thinking and expression. In science learning, children learn by thinking and expressing while associating various modes of representation (words, symbols, tables, graphs, and figures) with each other. In this study, we tried to clarify the actual conditions of the process of connection and transformation among these modes of representation. Specifically, we based research on that of Airey & Linder (2009), who proposed a model for the fluency of connections and transformations between modes of representations. We analyzed primary school science classes to identify qualitative changes in the process of connection and transformation among modes of representation. The results of our study and analysis reveal that the connections among the modes of representation could be classified into five patterns. In addition, several factors involved in the connection and transformation among the modes of representation in the science learning process could be identified.</p>

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