Visual Representation Construction for Collective Reasoning in Elementary Science Classrooms

There has been a recent increase in research interest the ways that visual representation is used to facilitate students’ understanding science classrooms. Yet while many studies have explored individual drawing, few looked into drawing as collective tool engage students thinking and talking together This study employed case approach understand some of possibilities for construction reasoning tool. By examining two cases during classroom talk elementary classrooms, this demonstrates how teachers use an instructional strategy, visualization engages reasoning, meaning making, social interactions. We selected demonstrate emergence teacher’s activities analyzed each with focus on interactions occur interaction promotes scientific making. For analysis, three researchers reviewed video separately several times, then collectively developed in-depth discussion bring forth possible themes. The findings include (a) there were common grounds established (b) representations expanded knowledge from level, thus playing critical role building talk. Pedagogical questions reflection are discussed further cognitive