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Direct linkMonteira, Sabela F.; Jiménez-Aleixandre, María Pilar; Siry, Christina – Research in Science Education, 2022
We report a longitudinal study carried out along 3 years in an early childhood education (ECE) classroom in which we examined children's (aged 3-6) engagement with science representations. The research questions are as follows: (1) How do children's science representations develop from ECE1 to ECE3? (2) What are the features and affordances of the…
Descriptors: Scaffolding (Teaching Technique), Early Childhood Education, Longitudinal Studies, Learner Engagement
Derman, Aysegül; Ebenezer, Jazlin – Research in Science Education, 2020
The purpose of this study was to describe the effect of multiple knowledge representations of physical and chemical changes on the development of primary pre-service teachers' cognitive structures. The study took place in an introductory general chemistry laboratory course in a four-year teacher education program. Multiple knowledge…
Descriptors: Elementary School Students, Preservice Teachers, Cognitive Structures, Chemistry
Sung, Shannon H.; Li, Chenglu; Chen, Guanhua; Huang, Xudong; Xie, Charles; Massicotte, Joyce; Shen, Ji – Journal of Science Education and Technology, 2021
In this paper, we demonstrate how machine learning could be used to quickly assess a student's multimodal representational thinking. Multimodal representational thinking is the complex construct that encodes how students form conceptual, perceptual, graphical, or mathematical symbols in their mind. The augmented reality (AR) technology is adopted…
Descriptors: Observation, Artificial Intelligence, Knowledge Representation, Grade 9
