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Cambridge Journal of Education Volume 45, 2015 - Issue 4
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Articles

The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science

Robyn M. GilliesSchool of Education, The University of Queensland, Brisbane, AustraliaCorrespondence[email protected]
,
Kim NicholsSchool of Education, The University of Queensland, Brisbane, Australia
&
Asaduzzaman KhanSchool of Education, The University of Queensland, Brisbane, Australia
Pages 427-449 | Received 15 Mar 2014, Accepted 07 Nov 2014, Published online: 06 Feb 2015

Citations (11)

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Read on this site (3)

Rachel E. Wilson & Leslie U. Bradbury. (2021) Assessing early primary students’ growth in a science unit using multiple modes of representation: investigating the promise of explicit drawing instruction. International Journal of Science Education 43:8, pages 1341-1364.
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Deborah K. Reed, Emily Jemison, Jessica Sidler-Folsom & Ashley Weber. (2019) Electronic Graphic Organizers for Learning Science Vocabulary and Concepts: The Effects of Online Synchronous Discussion. The Journal of Experimental Education 87:4, pages 552-574.
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Arnon Hershkovitz & Sharon Hardof-Jaffe. (2017) Genealogy as a lifelong learning endeavor. Leisure/Loisir 41:4, pages 535-560.
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Articles from other publishers (8)

Robyn M. Gillies. (2023) Dialogic teaching in a Year 5 classroom during cooperative inquiry-based science. International Journal of Educational Research Open 5, pages 100290.
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Robyn M. Gillies. (2020) Dialogic Teaching during Cooperative Inquiry-Based Science: A Case Study of a Year 6 Classroom. Education Sciences 10:11, pages 328.
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Robyn M. Gillies & Mary Rafter. (2020) Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education 87, pages 102951.
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Christine Margaret Preston. (2017) Effect of a Diagram on Primary Students’ Understanding About Electric Circuits. Research in Science Education 49:5, pages 1433-1456.
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Ying-Chih Chen. 2019. Theorizing the Future of Science Education Research. Theorizing the Future of Science Education Research 115 132 .
Robyn M. Gillies & Bernard Baffour. (2017) The effects of teacher-introduced multimodal representations and discourse on students’ task engagement and scientific language during cooperative, inquiry-based science. Instructional Science 45:4, pages 493-513.
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Kim Nichols, Robyn Gillies & John Hedberg. (2015) Argumentation-Based Collaborative Inquiry in Science Through Representational Work: Impact on Primary Students’ Representational Fluency. Research in Science Education 46:3, pages 343-364.
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Kim Nichols, Robyn Gillies & Donna Kleiss. (2016) A professional learning model that cultivates primary science classrooms’ representational profiles. International Journal of Educational Research 76, pages 12-33.
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