融入多重表徵線上共構科技以研發能促進學生多重表徵建構、轉譯與評論之科學學習活動並探討其成效

Research has indicated that engaging students in constructing drawings that consist of multiple representations can promote cognition hence facilitate learning. In scientific practice, activities related to the use of multiple representations include constructing, transforming and critiquing representations through co-construction and interaction among community members. Research on learning-by-drawing has focused on investigating individuals’ constructing and transforming representations; research on knowledge co-construction has focused on analysis of textual or verbal representations, which is a single type of representations rather than multiple representations. To address the research gap and the call for engaging students in important scientific practice, this project investigates ways to effectively engage students in co-construction of multiple representations through constructing, transforming, and critiquing learning activities with peers and their teacher, and aims to discern the mechanism of how these co-constructive representation activities promote science learning. With the rapid development of online technology after the COVID-19 pandemic, the project incorporates online co-construction multiple-representation technology and designs aligned learning activities and scaffolds. The project employs design-based research and mixed methods. The research results propose empirically supported online co-construction and critique learning activities and scaffolds that can be integrated into face-to-face teaching. This project further demonstrates that such activities and scaffolds facilitate students’ co-construction and critique processes in scientific modeling as well as their scientific modeling competence. These can provide concrete curriculum materials and content that enhance co-construction and critique in scientific modeling for teaching practice. In terms of academic contribution, two series of studies were conducted and published to investigate the learning mechanisms and key elements of co-construction and peer critiquing with multiple representations. Based on these findings, the project proposes the Collaborative Drawing-to-Learn instructional approach and the Epistemic Framing peer critique framework, with the aim of contributing to both the theory and practice of science education.