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Towards a Framework for Representational Competence in Science Education

  • Kristy L. Daniel
Book

Part of the Models and Modeling in Science Education book series (MMSE, volume 11)

Table of contents

  1. Front Matter
    Pages i-vi
  2. The Importance of Representational Competence

  3. Teaching Towards Representational Competence

  4. The Assessment and Attainment of Representational Competence

    1. Front Matter
      Pages 203-203
    2. Inga Ubben, Sandra Nitz, Kristy L. Daniel, Annette Upmeier zu Belzen
      Pages 229-245
    3. Jochen Scheid, Andreas Müller, Rosa Hettmannsperger, Wolfgang Schnotz
      Pages 263-277

About this book

Introduction

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.

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

Editors and affiliations

  • Kristy L. Daniel
    • 1
  1. 1.Texas State UniversitySan MarcosUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-89945-9
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-89943-5
  • Online ISBN 978-3-319-89945-9
  • Series Print ISSN 1871-2983
  • Series Online ISSN 2213-2260
  • Buy this book on publisher's site