Interrelation between Developing Representational Competences and Constructing Scientific Concepts in Science Classes

Abstract

Students' science learning progression includes conversion process of the different functions of representation. For a good understanding of science, students are demanded representational competences. Kozma, R. and Russell, J. (2007) presented representational competences' levels that are representation as depiction, early symbolic skills, syntactic use of formal representations, semantic use of formal representations, and reflective, rhetorical use of representations. This structure corresponds to a developmental trajectory that generally moves from representations as depiction to rhetorical use of representations which is characteristic of expert behavior. We used this structure for analysis that engages students in the use of representations to describe and explain natural phenomena. In addition, we analyzed the interrelation between developing representational competences and constructing scientific concepts. In conclusion, embodiment of the autonomous operation of the representation helps to organize students' knowledge. Therefore, students understood the different functions of representations of natural phenomena and were able to translate and relate the different functions of representations.