Understanding Teachers' Perceptions of Representations in Elementary Science Education (Poster 46)

• In Event: AERA Poster Session Nine
  In Poster Session: Learning Sciences SIG Poster Session Two: Health, Higher Education, Representations, and Reasoning

Abstract

Representations are essential to science education (Coleman., McTigue, & Smolkin, 2011). However, most research focuses on how learners engage with representations, with few studies exploring teacher understanding of their implementation. To support teachers in learning about using representations in the elementary science classroom, we designed the [Project], which includes various professional development activities such as workshops and one-on-one coaching sessions. At the end of each project year, teachers participated in an end-of-year interview. This paper explored teachers’ perceptions of science representations and how the [Project] inspired them to use representations in their classrooms. We analyzed eight participants’ post-interviews with our coding scheme that explores multiple dimensions of understanding representations in science instruction.

Authors

• Xintian Tu, Indiana University
  Presenting Author

• Joshua Adam Danish, Indiana University
  Presenting Author

• Megan Alyse Humburg, Indiana University
  Presenting Author

• Cindy E. Hmelo-Silver, Indiana University
  Non-Presenting Author

• Adam Bell, TrainingConnections LLC
  Non-Presenting Author

• Meredith A. Park Rogers, Indiana University
  Non-Presenting Author

• Sarah Jaewon Lee, Vanderbilt University
  Non-Presenting Author