Discourse, Visualizations, and Metacognition: Designs for Enhancing Knowledge-Building in Primary Science

• In Event: Thinking Like a Scientist: Enhancing STEM Learning Experiences

Abstract

Visualizations play a critical role in the development of students’ scientific reasoning and understanding as well as metacognition, yet too often, teachers struggle to integrate scientific visualizations into their classroom practices. In this study, we investigated how scientific visualizations could be used to support students’ discussion about forces and structures and their bridge-building activities. In particular, we were interested in the role of visualizations in supporting sustained, collaborative work with ideas. Our preliminary findings point to the merit of both static visualizations (e.g., photographs, drawings, diagrams) and dynamic visualizations (e.g., animations, simulations) for supporting experimentation and hypothesis testing during the design process. Implications are discussed within the context of integrating multimodal, digital technologies to support authentic science learning in schools.

Authors

• Leanne Ma, OISE/University of Toronto

• Michael Martins, Dr. Eric Jackman Institute of Child Study