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Representing and Meaning in History and in Classrooms: Developing Symbols and Conceptual Organizations of Free-Fall Motion

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Abstract

This study offers a psychological role that external representations can play in theprocess of refining intuitive ideas into scientific knowledge. An argument for thisrole is presented first through historical analysis of Galileo's ramp experiments andthen through documentation of an innovative sixth-grade classroom activity. In bothof these cases, engagement with and refinement of external representations of motionwere central supports to conceptual and empirical meaning making. An instructionalapproach that uses representation activities to support student development of theirown conceptual and empirical approaches to a phenomenon stands in contrast to theprevailing trend in science curricula, which focuses exclusively on content acquisition.

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  1. Department of Educational Psychology, University of Wisconsin–Madison, 1025, West Johnson Street, Madison, WI, 53706, USA

    Michael J. Ford

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  1. Michael J. Ford
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Ford, M.J. Representing and Meaning in History and in Classrooms: Developing Symbols and Conceptual Organizations of Free-Fall Motion. Science & Education 12, 1–25 (2003). https://doi.org/10.1023/A:1022643003120

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