Building Meta-Representational Competence Through Peer Critique of Representations

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Teacher Emotions, Perceptions, and Instructional Strategies (Table 7)

Abstract

Meta-representational competence (MRC) is the ability to evaluate, select, modify, design, and understand principles behind using representations like drawings, diagrams, and models. This study examined how peer critique on representations changed over a semester in a physical science course for prospective elementary teachers (PETs). Seven of eight participating PETs completed an Agree/Disagree tool to analyze their reasoning and evaluation of claims and representations of two models of phenomena. The study found PETs' critiques shifted from focusing on overall model explanation effectiveness to providing more specific feedback on individual representational elements. Engaging in peer critique can valuably develop MRC in science education by encouraging students to reflect on representational choices, consider alternative perspectives, and refine understanding of scientific concepts.

Author

• Jaclyn Kuspiel Murray, Mercer University