Here are some of the research projects carried out by the members of this SIG.

Transformations of transformations. An interdisciplinary study of pupils’ meaning-making through transformations of representations in science classes

The aim of this interdisciplinary developmental and research project is to gain a deeper understanding of how students can be supported when moving between their everyday experiences and a scientific understanding of nature phenomena such as ’heat’. In our project we collaborate with teachers to find ways of working in conscious ways to represent the content through various semiotic resources such as verbal language, action, images, and models, including the use of metaphors.

Organisations: Linnaeus University, Sweden

Name of Contributor: Kristina Danielsson

Reading to Learn in Science

The project aims to improve students’ learning of science content by enhancing students’ disciplinary literacy at the 4th to 8th grade level.

Organisations: Stanford University & SERP (Strategic Education Research Partnership) Institute

Name of Contributor: Jonathan Osborne

Developing Disciplinary Literacy to Enhance Science Inquiry

This design research aims to examine physics and chemistry teachers’ current teaching practices and subsequently develop and evaluate pedagogical strategies to support their instructions on disciplinary literacy in science. Through the project, a number of disciplinary literacy interventions, such as the Premise-Reasoning-Outcome (PRO) Strategy and the Literacy-infused Inquiry Model, were developed, tested and evaluated.

Organisations: National Institute of Education & Ministry of Education, Singapore

Name of Contributor: Kok-Sing Tang

If you have any research projects that are relevant to this SIG, we invite you to submit them through this form: