Students construct their own representation of the rock cycle.The teacher supports the students’ critique by asking question to elicit more specific responses (for example, “What do you mean by ‘everything’?” “What do you like about how the sedimentation process is drawn?”). write down what is shown well and what is not shown well.note features that they find helpful or confusing.In groups of three or four, students critique the different diagrammatic forms.Present students with 5–7 visual representations of the rock cycle.This strategy can be adapted to support learning related to any of the Science Understanding content descriptions. One visual representation of the rock cycle that can be used is also below. The following activity has been adapted from Tytler, Prain and Hubber (2018), and focuses on the rock cycle that is taught in Year 7 or 8 ( VCSSU102). Teaching students the skills to critique visual and physical representations in Science empowers them to identify positive and productive aspects that they can then incorporate into their own diagrammatic representations. Within Science, students are presented with a range of diagrams and models that represent abstract and complex processes. There is also a note about the use of concept maps. Research has shown that the use of workbooks that are lined on one side and blank on the other not only encourage students to use drawing to explore and present ideas, but also improve student engagement with learning (Tytler, Prain & Hubber, 2018).įour strategies to support students to draw visual representations of their scientific knowledge are: The generation of visual representations should thus be thought of as a thinking tool that both develops and shows student understanding. The process of drawing diagrams as well as explaining and justifying them assists students to develop science understanding (Waldrip, Prain & Carolan, 2010). The creation of these representations provides a way for students to play with their emerging ideas, build and extend existing knowledge while also learning appropriate visual conventions (Ainsworth, Prain & Tytler, 2011). Students need to be able to both understand these visual representations and to create their own. In other words, they communicate through a complex combination of semiotic (meaning-making) systems to generate multimodal texts (Polias, 2016). Scientists do not only use words but also diagrams, graphs and images to convey their knowledge.
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