ABSTRACT

There is a growing interest in the value of teachers guiding students to generate their own representations to support conceptual learning in science and across complementary subjects such as mathematics. However, this approach to an interdisciplinary focus poses challenges for programme design and learning assessment. In this paper, we report on a 10-week study with a class of Year 5 students designed to (a) facilitate learning of key concepts in the topic of optics (e.g. reflection), and (b) make meaningful links between these concepts and relevant mathematical ones (e.g. symmetry and angles). Students were expected to construct, evaluate and refine representations to explain various experienced phenomena. We report on an assessment framework developed and applied to student work. Our findings indicate (a) some subject and interdisciplinary learning gains, and (b) specific challenges around designing this kind of programme, student learning assessment and teacher understanding to support this learning.

摘要

教师指导学生生成自己的表征以支持科学和数学等互补学科的概念学习的价值越来越受到关注。然而，这种跨学科重点的方法对课程设计和学习评估提出了挑战。在本文中，我们报告了与 5 年级学生进行的为期 10 周的研究，旨在 (a) 促进光学主题中关键概念的学习（例如反射），以及 (b) 在这些概念之间建立有意义的联系和相关的数学（例如对称性和角度）。学生被要求构建、评估和完善表征以解释各种经历过的现象。我们报告了开发并应用于学生工作的评估框架。