Towards a Definition of Representational Competence
Towards a Definition of Representational Competence
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DOI：
10.1007/978-3-319-89945-9_1
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发表时间：
2018-01-01
期刊：
影响因子：
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通讯作者：
Idema, Jenn
中科院分区：
文献类型：
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作者：
Daniel, Kristy L.;Bucklin, Carrie Jo;Idema, Jenn
目前，表征能力作为一个统一的理论框架，在科学教育界还没有形成共识。在文献中有多种表征能力的理论，它们对能力的含义和要求使用不同的观点。此外，语言差异在很大程度上取决于学科，这对融合思想和推动这一领域的发展造成了潜在的障碍。在科学中，表征用于显示数据，组织复杂的信息，并促进对科学现象的共同理解。因此，为了本文的目的，我们将表征能力定义为一种描述一个人如何使用各种现实感知来理解和传达理解的方式。虽然单一的统一理论可能不是一个现实的目标，但需要朝着统一的研究社区努力，以更好地调查和解释代表能力。因此，本章将定义表征能力的各个方面，表征模式，以及表征能力理论框架在科学教育研究和实践中的作用。
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. In science, representations are used to display data, organize complex information, and promote a shared understanding of scientific phenomena. As such, for the purposes of this text, we define representational competence as a way of describing how a person uses a variety of perceptions of reality to make sense of and communicate understandings. While a single unified theory may not be a realistic goal, strides need to be taken towards working as a unified research community to better investigate and interpret representational competence. Thus, this chapter will define aspects of representational competence, modes of representations, and the role of a representational competence theoretical framework in science education research and practice.