746
Views
8
CrossRef citations to date
0
Altmetric
Original Articles

Examining How Activity Shapes Students' Interactions While Creating Representations in Early Elementary Science

&

References

  • Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. doi:10.1016/j.learninstruc.2006.03.001
  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Belknap Press of Harvard University Press.
  • Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47–87). New York: Cambridge University Press.
  • Danish, J. A. (2009). BeeSign: A design experiment to teach kindergarten and first grade students about honeybees from a complex systems perspective. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Danish, J. A., & Enyedy, N. (2007). Negotiated representational mediators: How young children decide what to include in their science representations. Science Education, 91(1), 1–35.
  • Danish, J. A., Peppler, K., Phelps, D., & Washington, D. (2011). Life in the hive: Supporting inquiry into complexity within the zone of proximal development. Journal of Science Education and Technology, 20(5), 454–467. doi:10.1007/s10956-011-9313-4
  • Danish, J. A., & Phelps, D. (2010). Representational practices by the numbers: How kindergarten and first-grade students create, evaluate, and modify their science representations. International Journal of Science Education, 33(15), 2069–2094. doi: 10.1080/09500693.2010.525798
  • Danish, J. A., & Saleh, A. (2013). The impact of classroom context upon 1st and 2nd grade students’ critical criteria for science representation. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
  • diSessa, A. A. (2004). Meta-representation: Native competence and targets for instruction. Cognition and Instruction, 22(3), 293–331.
  • diSessa, A. A., Hammer, D., Sherin, B., & Kolpakowski, T. (1991). Inventing graphing: Meta-representationsal expertise in children. Journal of Mathematical Behavior, 10, 117–160.
  • Edwards, C., Gandini, L., & Forman, G. (1993). The hundred languages of children: The Reggio Emilia approach to early childhood education. New York, NY: Ablex Publishing Corporation.
  • Engeström, Y. (1987). Learning by expanding: An activity - theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.
  • Engeström, Y. (1990). Learning, working and imagining: Twelve studies in activity theory. Helsinki: Orienta-Konsultit Oy.
  • Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory. New York, NY: Cambridge University Press.
  • Enyedy, N. (2005). Inventing mapping: Creating cultural forms to solve collective problems. Cognition and Instruction, 23(4), 427–466.
  • Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. In J. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in educational research (3rd ed.) (pp. 177–192). Washington, DC: American Educational Research Association.
  • Hall, R. (1996). Representation as shared activity: Situated cognition and Dewey's cartography of experience. Journal of the Learning Sciences, 5(3), 209–238.
  • John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3–4), 191–206.
  • Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. Journal of the Learning Sciences, 4(1), 39–103.
  • Kaptelinin, V. (2005). The object of activity: Making sense of the sense-maker. Mind, Culture, and Activity, 12(1), 4–18. doi:10.1207/s15327884mca1201_2
  • Kaptelinin, V., & Nardi, B. A. (2006). Acting with technology: Activity theory and interaction design. Cambridge, MA: MIT Press.
  • Latour, B. (1988). Drawing things together. In M. Lynch & S. Woolgar (Eds.), Representation in scientific practice (pp. 19–68). Cambridge: MIT Press.
  • Lehrer, R., Jenkins, M., & Osana, H. (1998). Longitudinal study of children's reasoning about space and geometry. In R. Lehrer & D. Chazan (Eds.), Designing learning environments for developing understanding of geometry and space (pp. 137–167). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lehrer, R., & Schauble, L. (2000). Developing model-based reasoning in mathematics and science. Journal of Applied Developmental Psychology, 21(1), 39–48.
  • Lehrer, R., & Schauble, L. (2005). Developing modeling and argument in the elementary grades. In T. A. Romberg, Carpenter, T. P., & Dremock, F. (Eds.), Understanding mathematics and science matters (pp. 29–53). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lehrer, R., Schauble, L., Carpenter, S., & Penner, D. E. (2000). The inter-related development of inscriptions and conceptual understanding. In P. Cobb, E. Yackel, & K. McClain (Eds.), Symbolizing and communicating in mathematics classrooms: Perspectives on discourse, tools, and instructional design (pp. 325–360). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lesh, R., & Doerr, H. (2003). Foundations of a model and modeling perspective on mathematics teaching, learning, and problem solving. In R. Lesh & H. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 3–33). Mahwah, NJ: Lawrence Erlbaum Associates.
  • New, R. S. (2007). Reggio Emilia as cultural activity theory in practice. Theory into Practice, 46(1), 5–13.
  • Parnafes, O. (2010). Representational practices in the activity of student-generated representations (SGR) for promoting conceptual understanding. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010)—Volume 1, Full Papers (pp. 301–308). Chicago, IL: International Society of the Learning Sciences.
  • Prain, V., & Waldrip, B. (2006). An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843–1866. doi:10.1080/09500690600718294
  • Roth, W-M., & Lee, Y-J. (2007). "Vygotsky's neglected legacy": Cultural-historical activity theory. Review of Educational Research, 77(2), 186–232.
  • Roth, W-M., & McGinn, M. K. (1998). Inscriptions: toward a theory of representing as social practice. Review of Educational Research, 68(1), 35–59.
  • Roth, W-M., Pozzer-Ardenghi, L., & Young Han, J. (2005). Critical graphicacy: Understanding visual representation practices in school science. Dordrecht: Springer.
  • Schwartz, D. L., & Heiser, J. (2006). Spatial representations and imagery in learning. In K. Sawyer (Ed.), The cambridge handbook of the learning sciences (pp. 283–298). New York, NY: Cambridge University Press.
  • Suthers, D. D. (2001). Towards a systematic study of representational guidance for collaborative learning discourse. Journal of Universal Computer Science, 7(3), 254–277.
  • Tytler, R., Prain, V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37(3), 313–331.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Wertsch, J. V. (1981). The concept of activity in soviet psychology: An introduction. In J. V. Wertsch (Ed.), The concept of activity in soviet psychology (pp. 3–36). Armonk, NY: M.E. Sharpe.
  • Willats, J. (2005). Making sense of children's drawings. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Witte, S. P., & Haas, C. (2005). Research in activity: An analysis of speed bumps as mediational means. Written Communication, 22(2), 127–165. doi:10.1177/0741088305274781

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.