Use of Representational Tools in Prospective Elementary Teachers’ Explanatory Models in a Science Content Course

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Abstract

Developing and using models is a key practice of science and engineering. An explanatory model uses representations to communicate an explanation of s scientific phenomenon. In this study, we examined the explanatory models developed by prospective elementary teachers enrolled in an undergraduate phenomenon-based science content course. We explored what representational tools they used in their models and whether the tools used in initial and final models differed. Findings showed that a variety of representational tools were used to communicate relationships, time sequence, and scale in the models. We also found that there were some shifts in which tools were used between initial and final models. Additionally, it seemed as though the phenomena themselves influenced which tools were used.

Authors

• Marti Canipe, Northern Arizona University

• Alexandria Call, Northern Arizona University