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Creating a digital explanation in preservice teacher education : Scientific knowledge represented in a digital artefact
Nielson, Wendy Turney, Annette Georgiou, Helen Jones, Pauline
Nielson, Wendy
Turney, Annette
Georgiou, Helen
Jones, Pauline
Abstract
This chapter describes a task where preservice primary teachers [PSTs] create a digital explanation, which is a short 3–5 min dynamic stand-alone artefact to explain a science concept to children. In creating the artefact, PSTs engage with scientific knowledge and choose semiotic resources to represent the concept for young learners. Data include digital explanations and interviews. We use a Systemic Functional approach grounded in Halliday’s social-semiotic theory of language that is extended to account for multimodal phenomena in order to examine how meanings are instantiated in the artefacts. Results show that the task helps PSTs develop scientific knowledge, however, success depends on interpreting task demands, understanding syllabus content and making appropriate choices of representational forms.
Keywords
Date
2020
Type
Book chapter
Journal
Book
Learning from animations in science education : Innovating in semiotic and educational research
Volume
Issue
Page Range
229-248
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Institute for Learning Sciences and Teacher Education (ILSTE)
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Open Access Status
License
All rights reserved
File Access
Controlled