JURE 2012 Programme book - EARLI Jure 2012

Tuesday, July 24 JURE 2012 Conference Programme
How to support transformation processes between multiple representations
Marion Geiger
Juliane Felsmann, Markus Vogel, & Tina Seufert
Especially in mathematics, learners have to deal with various forms of representations. While
many studies show that students have problems performing tasks like transforming one type of
representation into another, little research has been conducted to identify how to improve this
situation.
A transformation process consists of two steps: first students have to read information off the
given representation (reception) and second they have to produce a new representation
(production), which shows the same information in another way. Due to this, we wanted to find
out, if students show better results in transforming and producing representations when they
were especially trained in the process of production.
We developed a special training to show students (n = 27) strategies to produce representations.
The control group (n = 27) carried out concentration tasks instead of the training. A third group
of students (n = 25) also took part in the survey, without any training.
In the pre-­‐ and post-­‐test learners had to work on 15 tasks in the mathematical domain of linear
functions, in which representations had to be produced as well as transformed into another
format. We analyzed the accuracy in form and content of the produced representations.
Results of this study indicate that students benefited from the training with respect to
production skills, but not concerning transformation of representations. Hence, production
seems not sufficient for effective transformation. Therefore, we want to develop strategies to
additionally support the process of reception or other integration processes to foster students’
skills to deal with multiple representations.
PA.3.5. Theory Building in Learning and Instruction
Paper Session, 15.15-­‐16.15, Room: H26
Chair: Fabian Jobst
A framework for citizenship orientations
Ellen Geboers
Despite the widespread attention to citizenship in educational practice knowledge of the
citizenship of students is still fragmented and conceptual thinking in this area also seems to be
dispersed. In this article a comprehensive framework is presented grounded in theoretical
notions as well as empirical data on the citizenship of youngsters. A sample was used of 7803
students from grade 5-­‐9 in 38 schools for primary and secondary education in the Netherlands
to develop and validate the framework. The results are cross-­‐validated on a sample of 15890
students from two age levels in primary and secondary education.
Our citizenship competences framework consists of six student orientations: prosocial skills
concerns the students’ capability to adapt oneself to social rules, moral values and social
conventions in daily life, and to empathize with others; societal commitment concerns students’
engagement, with and interest in society and tolerance towards social differences; critical
reflection refers to students’ critical thinking about societal problems and social structures:
assertiviness , concerns students’ skills to stand up for your own ideas and clearly formulate
these ideas; societal knowledge concerns students’ knowledge about societal problems, social
structures, democracy, prejudices and discrimination; and finally interpersonal knowledge
concerns students’ knowledge about social interaction and social manners. Implications of the
developed framework for future citizenship research and citizenship education are discussed.
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