ABSTRACT

The study examined students’ perceptions related to emotional and cognitive engagement of linguistic and diagrammatic representational practices in science learning. Altogether, 251 Japanese sixth-grade (11–12 years old) and 187 ninth-grade students (14–15 years old) participated. The students' recognitions were measured by a self-report questionnaire and were scrutinised using the Rasch Rating Scale model. All participants valued both representational practices as important in science learning. Drawing was seen as a useful cognitive tool. However, participants did not have positive self-efficacy for either writing or drawing. While they lacked a confidence in their ability to write in science, had more positive beliefs of cognitive engagement in writing. Compared to the explanation activity, the students did not engage in representational practices in a metacognitive and communicative way, implying that they were not in a multimodal learning environment. The female students had less positive emotional engagement in science and representational practices than male students. The findings imply that diagrammatic conventions and procedural knowledge of using diverse representational forms should be emphasized in science curricula. Further research on the relationship between self-efficacy for representational practices, motivational engagements, and academic achievement is recommended, as well as cultural differences in student engagement in representational practices.

摘要

这项研究检查了学生在科学学习中与语言和图解表示实践的情感和认知参与有关的感知。共有251名日本六年级学生（11至12岁）和187名九年级学生（14至15岁）参加了会议。学生的认可度通过自我报告调查表进行衡量，并使用Rasch Rating Scale模型进行审查。所有参与者都认为两种代表性实践在科学学习中都很重要。绘画被视为一种有用的认知工具。但是，参与者在写作或绘画方面都没有积极的自我效能感。尽管他们对自己的科学写作能力缺乏信心，但对写作方面的认知参与持更加积极的信念。与解释活动相比，这些学生没有以元认知和交流的方式进行表征实践，这表明他们不在多模式学习环境中。女学生在科学和代表性实践中的积极情感投入少于男学生。研究结果表明，在科学课程中应强调使用各种代表性形式的图解惯例和程序知识。建议进一步研究代表性实践的自我效能，动机参与和学业成就之间的关系，以及学生参与代表性实践的文化差异。女学生在科学和代表性实践中的积极情感投入少于男学生。研究结果表明，在科学课程中应强调使用各种代表性形式的图解惯例和程序知识。建议进一步研究代表性实践的自我效能，动机参与和学业成就之间的关系，以及学生参与代表性实践的文化差异。女学生在科学和代表性实践中的积极情感投入少于男学生。研究结果表明，在科学课程中应强调使用各种代表性形式的图解惯例和程序知识。建议进一步研究代表性实践的自我效能，动机参与和学业成就之间的关系，以及学生参与代表性实践的文化差异。