Beyond transparency: How students make representations meaningful

Victor R. Lee, Bruce L Sherin

Research output: Chapter in Book/Report/Conference proceedingConference contribution

11 Scopus citations

Abstract

In current science education reform, two criteria are considered most critical for determining whether or not an external representation is pedagogically productive. One is whether or not the representation maintains a high level of epistemic fidelity. The other is whether or not the representation is transparent relative to the content it is supposed to represent. We believe that these criteria are too limited in scope and have been considered acceptable in part because we have a very limited understanding of how students construct meaningful interpretations of unfamiliar representations. To remedy that, we propose a new framework for understanding acts of interpretation that focuses on four major constructs: registrations, symbolic forms, interpretive genres, and interpretive maxims. We demonstrate this framework's utility by applying it to excerpts of middle school students interpreting unfamiliar representations of light reflection.

Original languageEnglish (US)
Title of host publicationICLS 2006 - International Conference of the Learning Sciences, Proceedings
Pages397-403
Number of pages7
Volume1
StatePublished - Dec 1 2006
Event7th International Conference of the Learning Sciences, ICLS 2006 - Bloomington, IN, United States
Duration: Jun 27 2006Jul 1 2006

Other

Other7th International Conference of the Learning Sciences, ICLS 2006
CountryUnited States
CityBloomington, IN
Period6/27/067/1/06

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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