What, How, and Why Do Elementary Teachers Think About Using Representations in Their Science Teaching?

• In Event: Elementary Mathematics and Science Teacher Learning

Abstract

This study contributes to the literature by beginning to document teacher understanding about representations and representational practices—ways of engaging in the creation, use, and discussion of representations within the classroom. To analyze teachers’ conceptions, we propose a new framework called Representations for Teachers as Learners or RepTaL for exploring multiple dimensions of teachers’ representational understanding including teachers’ understanding of representational form, their ways of including representations within science practices, and their ideas about what aspects of phenomena students should represent. This framework draws upon and revises several existing frameworks in order to depict multiple dimensions of teacher understanding. We have used this framework to analyze interviews with 6 teachers in rural schools in the midwestern United States.

Authors

• Joshua Adam Danish, Indiana University

• Celeste Nicholas, Indiana University - Bloomington

• Cindy E. Hmelo-Silver, Indiana University

• Meredith A. Park Rogers, Indiana University - Bloomington

• Dionne Cross Francis, University of North Carolina - Chapel Hill

• Noel D. Enyedy, Vanderbilt University

• Danielle Keifert, University of North Texas

• Christina Stiso, Indiana University - Bloomington