Storyboarding and Upper Elementary Students’ Conceptions of Magnetism

• In Event: Multiple Representations and Learning Environments

Abstract

This paper session will chronicle design-based studies being done to build local theory around ways to orchestrate upper elementary students’ conceptual encounters with abstract, often invisible, science phenomena. Interested in both the process and products of learning we explore three key dimensions of interest (pieces of knowledge, evidence of conceptual restructuring, and text-graphic relationships). We present some early evidence of knowledge in transition and document the various ways upper elementary students use storyboarding to reason deeply about magnetism. Finally we suggest ways to tailor learning environments so that the pedagogical power of text and graphics can be leveraged more effectively. Our work begins to highlight the critical connections between the authentic revealing of students’ conceptions, abstract reasoning, and learning environments.

Authors

• James Minogue, North Carolina State University

• John Curtin Bedward, Buena Vista University

• Eric N. Wiebe, North Carolina State University

• Lauren P. Madden, North Carolina State University

• Mike Carter, North Carolina State University