Representation and participation in school science (REDE)
The project aims at developing research based teaching methods and resources that strengthen the development of functional literacy skills among teacher training students. It also aims to contribute to high quality in students’ learning processes in school.
After attempting to draw and explain an experiment demonstrating the greenhouse effect, the class found that the textbook illustration had some shortcomings. This is the illustration after the teacher modified it by help of suggestions from the students. Photo: Erik Knain/ILS.
The project Representation and participation in school science (REDE) develops research based teaching methods focusing on the use of representations such as
- written and verbal language
These representations are important tools for knowledge development and communication in science.
Tools for learning and taking part in society
Representations are important for learning, for taking part in the processes and methods of science, and for understanding and taking part in society as a citizen. To master the use of representations is important, not only for a future career in science related areas, but also in everyday life such as when reading a weather forecast or judging media claims. It is therefore important for students to learn how to interpret and produce representations. It follows that it is important to teach teacher students about how to use science representations in their teaching.
Developing web based resources
The project will develop a web based resource that includes research based teaching methods and tools that focus on different forms of representations in lower and upper secondary education.
The innovation consists of four modules. The three first are:
- Content knowledge
- Socioscientific issues (SSI) and environmental challenges
- Nature of science (NOS)
Each module will consist of design principles, specific lesson plans, video clips, learning resources, and guides for teachers for the module at hand.
Module 4 aims at supporting the development of teacher students’ representation practices, by supporting the teaching of modules 1-3.
Cooperating with schools
Researchers in the REDE project cooperate with teachers to develop teaching methods. Two upper secondary schools and one lower secondary school are part of the project. The researchers investigate how teachers, teacher students and students experience and use representations by analyzing pre- and posttests, video recordings of classroom interaction and interviews with students, teachers and teacher students. The theoretical frameworks that guide the analyses include interaction analysis, social semiotics, and thematic analysis. Findings and implications are discussed with the participating teachers.
REDE is supported by the FINNUT program, Research Council of Norway, 2016-2019, grant number 249872.
Knain, E., Fredlund, T., Furberg, A., Mathiassen, K., Remmen, K. B., & Ødegaard, M. (2017). Representing to learn in science education: Theoretical framework and analytical approaches. Acta Didactica Norge, 11(3), 11.
- Line Ingulfsen; Anniken Larsen Furberg & Torunn Strømme Aanesland (2018). Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. 13, s 365- 390
- Erik Knain (2019). Representasjoner og bærekraft.
- Erik Knain (2019). Utforskende arbeidsmåter og representasjoner.
- Erik Knain; Kari Beate Remmen & Tobias Fredlund (2018). Representations in students’ argumentation on SSI.
- Tobias Fredlund; Erik Knain & Anniken Larsen Furberg (2018). Using representations to learn about the greenhouse effect.
- Tobias Fredlund & Erik Knain (2018). Analysing school science group work in terms of multimodal text development and its interplay with context of situation.
- Erik Knain & Anniken Larsen Furberg (2018). Læring gjennom visuelle kunnskapsrepresentasjoner i naturfag.
- Torunn Strømme Aanesland; Anniken Larsen Furberg; Erik Knain & Line Ingulfsen (2018). Engaging with representations in school science.
- Torunn Strømme Aanesland; Anniken Larsen Furberg; Erik Knain & Line Ingulfsen (2018). Students' engagement with representations in Science.
- Mai Lill Suhr Lunde; Ketil Mathiassen; Tobias Fredlund & Erik Knain (2018). Representations and Students Teachers’ Experiences from Teacher Practice.
- Mai Lill Suhr Lunde; Ketil Mathiassen; Tobias Fredlund & Erik Knain (2018). Student teachers’ perspective of representations in science teaching and learning.
- Erik Knain (2017). Dybdelæring med representasjoner i naturfagene.
- Erik Knain (2017). Dybdelæring i naturfag.
- Tobias Fredlund; Erik Knain & Kari Beate Remmen (2017). Two central aspects of sign-making for the learning of science: differentiation and integration.
- Line Ingulfsen & Anniken Larsen Furberg (2017). Supporting students' conceptual sense-making with multimodal representations in science learning.
- Erik Knain; Tobias Fredlund & Anniken Larsen Furberg (2017). Making the invisible visible across modes and representations.
- Erik Knain; Kari Beate Remmen & Tobias Fredlund (2017). The role of representations in students' argumentation on SSI.
- Anniken Larsen Furberg (2017). Teaching in technology rich settings - Scrutinizing teacher-student interaction in dialogic classroom settings.
- Tobias Fredlund; Erik Knain & Anniken Larsen Furberg (2017). Teaching science using underdetermined representations: Illustration and implications.
- Tobias Fredlund; Erik Knain & Anniken Larsen Furberg (2017). The transition from naturalistic to theoretical representations of the greenhouse effect.
- Erik Knain (2016). Visuelle uttrykk i naturfag: veien til god læring.
- Erik Knain (2016). Hvordan kan SFL bidra til innsikt i kompetansebegrepet i naturfag.
- Anniken Larsen Furberg (2016). REDE – Representasjon og deltakelse i naturfag.
- Marianne Ødegaard & Anniken Larsen Furberg (2016). REDE – Representasjon og deltakelse i naturfag.