The effects of scientific representations on primary students’ development of scientific discourse and conceptual understandings during cooperative contemporary inquiry-science

Teaching students to use and interpret representations in science is critically important if they are to become scientifically literate and learn how to communicate their understandings and learning in science. This study involved 248 students (119 boys and 129 girls) from 26 grade 6 teachers’ classes in nine primary schools in Brisbane, Australia. Teachers were randomly allocated by school to one of three conditions: the contemporary science + representations condition (Experimental^a), the contemporary condition (Experimental^b), or the comparison condition as they participated in an eight-week inquiry-science unit on Natural Disasters. Data on students’ discourse were collected at two time points during the implementation of the unit and data on the concept maps were collected pre- and post-intervention while data on the reasoning and problem-solving (RP-S) task were collected following the intervention. The results show that when students participate in an inquiry-based science unit that is augmented with a variety of multimedia resources presenting a range of current contemporary events (Experimental^a and Experimental^b conditions), they demonstrate significantly more social language and basic scientific language and marked increases in moderate scientific language than their peers in the comparison condition. Interestingly, although there were no significant differences on the Personal Concept Map scores between the conditions at Times 1 and 2, the students’ scores in all conditions improved decidedly across time. It appears that as the children had more time to engage with the material, participate in cooperative peer discussions, and receive encouragement from their teachers to provide elaborated feedback to each other, their conceptual understandings of earthquakes were enhanced. However, although the children in the experimental conditions demonstrated significantly more social and scientific language than their peers in the comparison condition, these oral language skills did not transfer to the RP-S task, possibly because they may not have had enough time to consolidate their application in a novel context where they had to work independently.     

Students' mental load,stress, and performance when working with symbolic or symbolic–textual molecular representations

In science education, representations are necessary inter alia for the understanding of relationships between structures and systems. However, several studies have identified difficulties of students when working with representations. In the present study, we investigated students' responses (regarding their preference, test performance, mental load (ML), and stress) toward two kinds of representations: symbolic representations, which only use abstract symbols, versus combined symbolic–textual representations, which additionally comprise textual elements. Therefore, students were randomly assigned to one of two treatment groups: one group worked on test tasks accompanied by symbolic representations, and the others worked on the same tasks, but with symbolic–textual representations. Thereafter, the students' test performance and ML were assessed. The level of perceived stress and the salivary cortisol concentration were measured before and after the test and again a few minutes later. Additionally, heart rate variability parameters were assessed continuously. We found a strong preference of the test version with symbolic representations. Additionally, the students showed better test performance and lower ML when they worked with symbolic representations. However, the level of perceived stress was comparable between both groups and there was no strong physiological stress response: The cortisol concentration decreased in both groups and the heart rate was relatively similar. However, during the second half of the test, we observed a significantly higher ratio between low and high heartbeat frequencies in the group with symbolic–textual representations and we found an indirect influence of the kind of representation on test performance through its effect on ML. The poorer test performance and higher ML in connection with symbolic–textual representations confirm previous studies, which found that symbolic–textual representations pose major problems for students. Thus, teachers should enable students to understand symbolic–textual representations and consider carefully whether they can use symbolic representations instead, especially when they teach complex content.     

Exploring the domestic relationship between mega-events and destination image: The image impact of hosting the 2012 Olympic Games for the city of London

Contemporarily, the hosting of mega-sport-events (MSEs) is one of several strategies used by cities and governments to bring about improvements in a place’s image and recognition. With that in mind, the overall aim of this study, underpinned by theoretical-methodological social representation theory, was to evaluate the domestic image impact of hosting the 2012 Summer Olympic Games for the city of London, and in doing so, whether any image-transfer (or co-branding) processes occurred between the place and event. In addition to adding to the emergent body of work aimed at using social representation theory to measure place image, the authors are among the first to employ a matched-sample research approach to measuring the impact of an MSE on the domestic perceptions of the host. Employing an abductive research strategy, a survey was carried out among the domestic English population (n = 156) to identify cognitive and affective image components, in the form of social representations, of London as a city (or its place brand), the Olympics as a MSE, and the 2012 Games as a one-off event. The content and the structure of the pre-and post-event social representations were established (using image elements cited by at least 15% of the respondents), analysed (using hierarchical cluster analysis) and then compared (within- and between items) to determine whether any changes or image transfer occurred. The findings of this research reveal that the pre-event concerns regarding the hosting of the London 2012 Olympics and the potential of the event to negatively impact the city’s pre-established image, were, to a degree, fulfilled. Conversely, from an event perspective, respondents perceived the Olympics as a somewhat successful enterprise.