Presenter Information

Russell Tytler, Deakin University

Location

Mezzanine M4

Start Date

8-8-2016 11:15 AM

End Date

8-8-2016 12:30 PM

Subjects

STEM education, Science teaching, Student engagement, Science interests, Freehand drawing, Models, Illustrations, Diagrams, Scientific concepts, Multimedia, Neuroscience, Primary education, Secondary education

Comments

Concurrent session Block 1

Abstract

Scientists, mathematicians and engineers draw and model to create knowledge. This presentation will describe a guided inquiry approach to teaching and learning science that involves students actively creating visual and other representations to reason and explain as they explore the material world. The approach has been successfully used in a number of major professional learning initiatives in Victoria and NSW. Evidence will be presented of increased student engagement and quality learning flowing from the approach, which aligns classroom processes more authentically with processes of imaginative scientific discovery. Examples of activities and student drawings and model construction will be used to unpack the relationship between representation, reasoning and learning. Video evidence including that generated in the Science of Learning Research Centre (SLRC) classroom at the University of Melbourne, equipped with sophisticated video capture facilities, will be drawn on to explore ways in which drawing, gesture and talk are coordinated to imaginatively respond to material challenges. The presentation will explore the alignment of these sociocultural analyses to recent findings from neuroscience. Evidence will be presented that the creation of representations is central to quality learning across the STEM disciplines and for interdisciplinary STEM challenges.

Place of Publication

Melbourne Vic

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742864075

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Aug 8th, 11:15 AM Aug 8th, 12:30 PM

Session E : Drawing to learn in STEM

Mezzanine M4

Scientists, mathematicians and engineers draw and model to create knowledge. This presentation will describe a guided inquiry approach to teaching and learning science that involves students actively creating visual and other representations to reason and explain as they explore the material world. The approach has been successfully used in a number of major professional learning initiatives in Victoria and NSW. Evidence will be presented of increased student engagement and quality learning flowing from the approach, which aligns classroom processes more authentically with processes of imaginative scientific discovery. Examples of activities and student drawings and model construction will be used to unpack the relationship between representation, reasoning and learning. Video evidence including that generated in the Science of Learning Research Centre (SLRC) classroom at the University of Melbourne, equipped with sophisticated video capture facilities, will be drawn on to explore ways in which drawing, gesture and talk are coordinated to imaginatively respond to material challenges. The presentation will explore the alignment of these sociocultural analyses to recent findings from neuroscience. Evidence will be presented that the creation of representations is central to quality learning across the STEM disciplines and for interdisciplinary STEM challenges.