The features of norms formed in constructing student-generated drawings to explain physics phenomena
Student-generated drawing is a useful strategy to construct students’ scientific ideas. For exploring ways to support student-generated drawing, we focused on the perspective of ‘Norms’–shared behaviour patterns desirable in a community. We investigated what norms were formed and how they emerged wh...
| Main Authors: | , , , , |
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| Format: | Journal Article |
| Language: | English |
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ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
2020
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| Subjects: | |
| Online Access: | http://purl.org/au-research/grants/arc/DP180100143 http://hdl.handle.net/20.500.11937/83510 |
| _version_ | 1848764589717585920 |
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| author | Chang, Jina Park, Joonhyeong Tang, Kok-Sing Treagust, David Won, Mihye |
| author_facet | Chang, Jina Park, Joonhyeong Tang, Kok-Sing Treagust, David Won, Mihye |
| author_sort | Chang, Jina |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Student-generated drawing is a useful strategy to construct students’ scientific ideas. For exploring ways to support student-generated drawing, we focused on the perspective of ‘Norms’–shared behaviour patterns desirable in a community. We investigated what norms were formed and how they emerged when students made drawings to explain phenomena. Data were collected from classroom observations, interviews and students’ artefacts from five physics lessons in a primary school gifted programme. The data were analysed based on three essential features of norms: justifiability, sharing and behaviours. Consequently, two main norms were reported with four sub-norms in terms of two processes of drawing: meaning-making and representing. First, to show invisible mechanism, ‘explaining why’ was emphasised as a main norm of the meaning-making process. This norm was shared in classroom discussions and drawings by interacting with two sub-norms that supported students to interpret phenomena with ‘key concepts’ at a ‘particle level’. Second, ‘telling a story visually’ was another main norm of the representing process. This norm was formed with two sub-norms that encouraged students to visualise ideas with ‘their own symbols’ in ways that were ‘easy to understand’. These results indicate that norms can guide desirable directions for students to construct and visualise ideas. |
| first_indexed | 2025-11-14T11:21:46Z |
| format | Journal Article |
| id | curtin-20.500.11937-83510 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:21:46Z |
| publishDate | 2020 |
| publisher | ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-835102021-12-17T03:03:34Z The features of norms formed in constructing student-generated drawings to explain physics phenomena Chang, Jina Park, Joonhyeong Tang, Kok-Sing Treagust, David Won, Mihye Social Sciences Education & Educational Research Student-generated drawing norms meaning-making representation SCIENTIFIC EXPLANATION LEARNING-STRATEGIES SCIENCE MULTIPLE REPRESENTATIONS ARGUMENTATION FRAMEWORK Student-generated drawing is a useful strategy to construct students’ scientific ideas. For exploring ways to support student-generated drawing, we focused on the perspective of ‘Norms’–shared behaviour patterns desirable in a community. We investigated what norms were formed and how they emerged when students made drawings to explain phenomena. Data were collected from classroom observations, interviews and students’ artefacts from five physics lessons in a primary school gifted programme. The data were analysed based on three essential features of norms: justifiability, sharing and behaviours. Consequently, two main norms were reported with four sub-norms in terms of two processes of drawing: meaning-making and representing. First, to show invisible mechanism, ‘explaining why’ was emphasised as a main norm of the meaning-making process. This norm was shared in classroom discussions and drawings by interacting with two sub-norms that supported students to interpret phenomena with ‘key concepts’ at a ‘particle level’. Second, ‘telling a story visually’ was another main norm of the representing process. This norm was formed with two sub-norms that encouraged students to visualise ideas with ‘their own symbols’ in ways that were ‘easy to understand’. These results indicate that norms can guide desirable directions for students to construct and visualise ideas. 2020 Journal Article http://hdl.handle.net/20.500.11937/83510 10.1080/09500693.2020.1762138 English http://purl.org/au-research/grants/arc/DP180100143 ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD fulltext |
| spellingShingle | Social Sciences Education & Educational Research Student-generated drawing norms meaning-making representation SCIENTIFIC EXPLANATION LEARNING-STRATEGIES SCIENCE MULTIPLE REPRESENTATIONS ARGUMENTATION FRAMEWORK Chang, Jina Park, Joonhyeong Tang, Kok-Sing Treagust, David Won, Mihye The features of norms formed in constructing student-generated drawings to explain physics phenomena |
| title | The features of norms formed in constructing student-generated drawings to explain physics phenomena |
| title_full | The features of norms formed in constructing student-generated drawings to explain physics phenomena |
| title_fullStr | The features of norms formed in constructing student-generated drawings to explain physics phenomena |
| title_full_unstemmed | The features of norms formed in constructing student-generated drawings to explain physics phenomena |
| title_short | The features of norms formed in constructing student-generated drawings to explain physics phenomena |
| title_sort | features of norms formed in constructing student-generated drawings to explain physics phenomena |
| topic | Social Sciences Education & Educational Research Student-generated drawing norms meaning-making representation SCIENTIFIC EXPLANATION LEARNING-STRATEGIES SCIENCE MULTIPLE REPRESENTATIONS ARGUMENTATION FRAMEWORK |
| url | http://purl.org/au-research/grants/arc/DP180100143 http://hdl.handle.net/20.500.11937/83510 |