Overview
- Serves as an overview of the current state of thinking for the field of representational competence in science education
- Poses new questions to consider in advancing our field through research
- Helps bridging thoughts across disciplines
Part of the book series: Models and Modeling in Science Education (MMSE, volume 11)
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Table of contents (13 chapters)
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Front Matter
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The Importance of Representational Competence
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Front Matter
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Teaching Towards Representational Competence
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Front Matter
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The Assessment and Attainment of Representational Competence
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Front Matter
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Keywords
- Assessment in science education
- External representations
- Instructional representations
- Inter-modality transformation competence
- Inter-representational transformation competence
- Learning progressionsx1
- Meta-representational competence
- Representational fluency
- Representational skills
- Representational theoretical framework
- Science learning
- Theoretical framework model
- develop STEM literacy
- designing a learning environment
- STEM and STEAM integration
- LESH translation model
- transformational affordances
- elementary science education
- teaching towards representational competence
- adaptive education technologies
About this book
This book covers the current state of thinking and what it means to have a framework of representational competence and how such theory can be used to shape our understanding of the use of representations in science education, assessment, and instruction. Currently, there is not a consensus in science education regarding representational competence as a unified theoretical framework. There are multiple theories of representational competence in the literature that use differing perspectives on what competence means and entails. Furthermore, dependent largely on the discipline, language discrepancies cause a potential barrier for merging ideas and pushing forward in this area. While a single unified theory may not be a realistic goal, there needs to be strides taken toward working as a unified research community to better investigate and interpret representational competence. An objective of this book is to initiate thinking about a representational competence theoretical framework across science educators, learning scientists, practitioners and scientists. As such, we have divided the chapters into three major themes to help push our thinking forward: presenting current thinking about representational competence in science education, assessing representational competence within learners, and using our understandings to structure instruction.
Editors and Affiliations
Bibliographic Information
Book Title: Towards a Framework for Representational Competence in Science Education
Editors: Kristy L. Daniel
Series Title: Models and Modeling in Science Education
DOI: https://doi.org/10.1007/978-3-319-89945-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG, part of Springer Nature 2018
Hardcover ISBN: 978-3-319-89943-5Published: 06 July 2018
Softcover ISBN: 978-3-030-07900-0Published: 19 January 2019
eBook ISBN: 978-3-319-89945-9Published: 20 June 2018
Series ISSN: 1871-2983
Series E-ISSN: 2213-2260
Edition Number: 1
Number of Pages: VI, 277
Number of Illustrations: 88 b/w illustrations
Topics: Science Education, Learning & Instruction, Assessment, Testing and Evaluation