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Demonstrating representational competence through the utilisation of potential disciplinary meanings during scientific explanation construction
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Type
Article
Citation
Qawiem Jamil, Park, J., & Teo, T. W. (2024). Demonstrating representational competence through the utilisation of potential disciplinary meanings during scientific explanation construction. International Journal of Science Education. Advance online publication. https://doi.org/10.1080/09500693.2024.2398229
Abstract
The construction of scientific explanations is considered an important component of scientific practices in science classrooms. When constructing explanations, students utilise multimodal representations to make and convey specific meanings, which are useful in supporting their thinking and learning. The mastery of these recognised functions makes up and signifies representational competence. However, the literature has yet to offer a clear description of the demonstration of representational competence from the perspective that views competency as a goal-oriented meaning-making process that relies on specialised representations. This research took a case study approach and collected data from six first-year undergraduates tasked to construct scientific explanations of phenomena. Using multimodal discourse analysis, we identified sequences of representations that suggest how particular disciplinary meanings were realised. The results showed that students demonstrated representational competence by making available, recognising, and utilising what we termed as potential disciplinary meanings. These meanings acted as a basis with which to construct new meanings that fulfil the explanation. The same potential disciplinary meanings were recognised and utilised to varying extents by different students leading to diverse outcomes. Based on the findings, we discussed the significance of potential disciplinary meanings towards understanding and developing representational competence.
Date Issued
2024
Publisher
Taylor & Francis
Journal
International Journal of Science Education
DOI
10.1080/09500693.2024.2398229
Grant ID
6/JPA/3.3/01-018018/Q4
Funding Agency
Government of Brunei Darussalam In-Service Training Scheme