TY - JOUR
T1 - Students’ representational competence with drawing technology across two domains of science
AU - Chang, Hsin Yi
N1 - Funding Information:
This material is based upon work supported by the Ministry of Science and Technology, Taiwan, under grants MOST102-2628-S-011-002-MY3 and MOST103-2511-S-011-010-MY5. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the Ministry of Science and Technology, Taiwan. The author would like to thank research partners who helped during the data analysis of the study.
Publisher Copyright:
© 2018 Wiley Periodicals, Inc.
PY - 2018/9
Y1 - 2018/9
N2 - Research has indicated the importance of representational competence for learning science. Issues related to the nature of students’ representational competence, such as how they demonstrate representational competence across different domains of science, require investigation. In the present study, four aspects of representational competence across two domains of science were investigated: use of dynamic representations, use of multiple representations, use of adequate science concepts, and use of visualization strategies. Two instruments, the representational competence of states of matter and the representational competence of carbon cycling assessments were delivered via a computer-based drawing tool and were used to measure 40 senior high school students’ representational competence for the topic of states of matter and carbon cycling. The results indicated that the representational competence demonstrated in one topic was not significantly correlated to that demonstrated in the other. The results of path analyses using multiple regressions indicated a trend that the extent to which multiple representations were employed was significantly and closely related to the extent to which appropriate science concepts were applied to make the drawings. Implications of the findings are discussed.
AB - Research has indicated the importance of representational competence for learning science. Issues related to the nature of students’ representational competence, such as how they demonstrate representational competence across different domains of science, require investigation. In the present study, four aspects of representational competence across two domains of science were investigated: use of dynamic representations, use of multiple representations, use of adequate science concepts, and use of visualization strategies. Two instruments, the representational competence of states of matter and the representational competence of carbon cycling assessments were delivered via a computer-based drawing tool and were used to measure 40 senior high school students’ representational competence for the topic of states of matter and carbon cycling. The results indicated that the representational competence demonstrated in one topic was not significantly correlated to that demonstrated in the other. The results of path analyses using multiple regressions indicated a trend that the extent to which multiple representations were employed was significantly and closely related to the extent to which appropriate science concepts were applied to make the drawings. Implications of the findings are discussed.
KW - drawing technology
KW - path analysis using multiple regressions
KW - representational competence
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U2 - 10.1002/sce.21457
DO - 10.1002/sce.21457
M3 - Article
AN - SCOPUS:85053341867
SN - 0097-0352
VL - 102
SP - 1129
EP - 1149
JO - General Science Quarterly
JF - General Science Quarterly
IS - 5
ER -