Developing pre-service science teachers’ pedagogy in an inquiry-based classroom: examining their representational competence and fluency

Abstract

The manner in which science is communicated is important to the way in which concepts are understood by the recipient. Multiple representations involving verbal, graphical, symbolic or experimental modes can help students to better understand science phenomena. In this study the representational competence and fluency of pre-service science teachers (N=82), who were paired to present a model that illustrates series or parallel circuits, were analysed. In addition, the extent to which simulations constrain or afford understanding in the domain was also examined. The results indicate that 56% of pre-service science teachers use simulations to afford a better understanding of electric circuits while 59% can construct an appropriate model to demonstrate concepts in direct-current electricity. However, only 7% incorporate symbolic representations to show an enhanced understanding. There is also a need for students to improve their verbal skills to better explain concepts. Some implications of this study are outlined.