| Document Type
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BL
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| Record Number
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866087
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| Title & Author
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Towards a framework for representational competence in science education /\ Kristy L. Daniel, editor.
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| Publication Statement
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Cham, Switzerland :: Springer,, [2018]
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| Series Statement
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Models and modeling in science education ;; v. 11
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| Page. NO
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1 online resource
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| ISBN
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3319899457
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: 9783319899459
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3319899430
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9783319899435
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| Bibliographies/Indexes
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Includes bibliographical references.
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| Contents
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Intro; Contents; Part I: The Importance of Representational Competence; Towards a Definition of Representational Competence; Background and Theory; A Chance to Reach Consensus; Implications for Thinking; Call to Measure Representational Competence across Disciplines; References; Representational Fluency: A Means for Students to Develop STEM Literacy; STEM and STEM Integration; Directions for STEM Integration; Student Learning in STEM Integration; Teaching with STEM Integration; Curriculum Development for STEM Integration; Lesh Translation Model as a Framework for STEM Integration.
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Affording Increased Informational AccessibilityAffording Information Organization; Affording Limitation of Interpretations; Applying Spatial Abilities; Applying Temporal Considerations; Social Considerations; Summary; References; Agreeing to Disagree: Students Negotiating Visual Ambiguity Through Scientific Argumentation; Introduction; Goals of Scientific Argumentation; Data, Evidence, and Interpretation: The Objects of Argumentation; What Causes Visual Ambiguity?; Ambiguity in Graphs; Kinds of Ambiguity; The Space Shuttle Challenger Disaster and the Global Warming Hiatus; Uses of Ambiguity.
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Case Background: The Global Climate Change Unit"How has global climate changed?"; Two Interpretations of the Same Graph; Inferring Evidence; Reading the Designer's Mind; Reaching Consensus Through Compromise; Conclusions and Implications; Skills in Persuasion with Visually Ambiguous Evidence; Making Explicit Visual References to Coordinate Claim and Evidence; Re-Interpreting Evidence to Reinforce an Argument; Making Inferences to Emphasize the Significance of an Observed Pattern; Reasoning through Connection between Data and Context; Understanding a Visual's Multiple Purposes.
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Designing to Leverage Visual AmbiguityReferences; A Learning Performance Perspective on Representational Competence in Elementary Science Education; Epistemic Practice of Modeling; Putting Modeling into Practice; Learning Performances and Learning Progressions; Building a Learning Performance; Step 1: Select and Define Construct; Step 2: Create Claims through Development of a Hypothetical Learning Performance; Step 3: Specify Evidence and Define Tasks; Step 4: Empirical Grounding of the Learning Performance; Daisy; Dahlia; Discussion; Conclusion; References.
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The Lesh Translation Model and Student LearningThe Lesh Translation Model and Teaching; The Lesh Translation Model and Curriculum Development; References; Similar Information, Different Representations: Designing a Learning Environment for Promoting Transformational Competence; What Is Transformation?; Transformational Affordances; Transformational Constraints; Judging Representational Quality; Method; Participants; Overall Research Context; Research Phases; Environmental Characteristics; Results; Affordances and Constraints of the Learning Environmental Design.
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| Abstract
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This book covers the current state of thinking and what it means to have a framework of representational competence and how such theory can be used to shape our understanding of the use of representations in science education, assessment, and instruction. Currently, there is not a consensus in science education regarding representational competence as a unified theoretical framework. There are multiple theories of representational competence in the literature that use differing perspectives on what competence means and entails. Furthermore, dependent largely on the discipline, language discrepancies cause a potential barrier for merging ideas and pushing forward in this area. While a single unified theory may not be a realistic goal, there needs to be strides taken toward working as a unified research community to better investigate and interpret representational competence. An objective of this book is to initiate thinking about a representational competence theoretical framework across science educators, learning scientists, practitioners and scientists. As such, we have divided the chapters into three major themes to help push our thinking forward: presenting current thinking about representational competence in science education, assessing representational competence within learners, and using our understandings to structure instruction.
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| Subject
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Competency-based education.
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Science-- Study and teaching.
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Competency-based education.
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Examinations assessment.
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SCIENCE-- Study Teaching.
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Science-- Study and teaching.
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| Subject
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Teaching of a specific subject.
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| Subject
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Teaching skills techniques.
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| Dewey Classification
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507.1
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| LC Classification
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Q182.6
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| Added Entry
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Daniel, Kristy L.
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