Abstract
Multiple representations, such as experimental data, schemas, tables, and graphs, are an essential resource in science teaching. However, their use in the classroom typically poses a challenge for preservice teachers. The aim of this research is to examine changes in the practices of a group of preservice teachers regarding the use of multiple representations in the teaching of kinetic energy to 9th grade students, when this training is included in their initial teacher education program. For this purpose, a collaborative, reflexive, and student-learning centered approach, namely, a lesson study with three cycles, was implemented. A descriptive and content analysis for qualitative data collected showed improvement in the practices of the preservice teachers, namely on the representations both of the event that represents the “real” world, as well as of the scientific concepts. The results obtained contribute to deepening the knowledge on the use of multiple representations by preservice teachers, as well as to increasing the knowledge on using lesson study to develop the ability to use multiple representations during initial teacher education.
Highlights
Christoph Kulgemeyer and Multiple representations (MR) consist in using two or more representations in teaching a curricular topic [1,2]
Several studies have shown that the use of MR in science teaching enables students to better conceptualize scientific concepts as they can make sense of real-life situations and common phenomena [3,5,9]
The results showed that the PSTs selected, essentially, multimedia simulations (i.e., PhET and Gizmos) for their MR and that they found their involvement in a microteaching lesson study (LS) to be positive because allowed them to identify benefits and limitations of using web-based simulations in the teaching of scientific concepts
Summary
Christoph Kulgemeyer and Multiple representations (MR) consist in using two or more representations (such as diagrams, illustrations, schemas, tables, graphs, algebraic equations, web-based simulations, artifacts, and other non-textual forms) in teaching a curricular topic [1,2]. Several studies have shown that the use of MR in science teaching enables students to better conceptualize scientific concepts as they can make sense of real-life situations and common phenomena [3,5,9]. To support students’ understanding of the world as seen by science, it is important to introduce to students the skills and processes that form the methodology and vocabulary of the scientist [28]. This can be achieved using MR of realistic information and helping students explain the scientific concepts that can make them wonder about real-world situations in an ongoing interaction between teacher and students and among students. Constructing MR actively engages students in their learning and develops their thinking, predicting, making claims, understanding, and representing skills [29,30,31]
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