SpringerLink
Log in

The Use of the Constructivist Teaching Sequence (CTS) to Facilitate Changes in the Visual Representations of Fifth-Grade Elementary School Students: A Case Study on Teaching Heat Convection Concepts

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

Most primary school students, although they grasp the scientific concepts of heat convection at the macroscopic level, commonly fail to visualize those concepts. Therefore, our research aims to enact a constructivist teaching sequence (CTS) to restructure students’ visualization changes, ultimately enabling them to synergize macroscopic and sub-microscopic levels of understanding and visual representation. This study has employed a case study, combining qualitative and quantitative data to obtain an in-depth explanation. The quantitative data represent the percentage of the students’ visual representation category and their understanding of pattern changes before and after the intervention. Meanwhile, the ways students presented their thoughts about a concept based on their visual representation are presented via qualitative data. All data come from the participants, comprising 69 fifth-grade elementary school students at one public school in Indonesia. Our research findings show that students’ understanding of heat convection at both macroscopic and sub-microscopic levels improved to scientific conception, after undertaking the learning process using CTS. In addition, the use of CTS fostered a level of visual representation change regarding “construction” that dominated compared with other approaches: students shifted their visual representations from the varying styles of undefined drawing (UD), non-microscopic drawing (NMD), or no drawing (ND), to partial drawing (PD) and scientific drawing (SD).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Germany)

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Data Availability

For supporting data can consider the appendixes and can refer to previous article made by author.

References

  • Anam, R. S., Widodo, A., Sopandi, W., & Wu, H.-K. (2019). Develo** a five-tier diagnostic test to identify students’ misconceptions in science: An example of the heat transfer concepts. Elementary Education Online, 18(3), 1014–1029. https://doi.org/10.17051/ilkonline.2019.609690

  • Ainsworth, S. (2008). The educational value of multiple-representations when learning complex scientific concepts. In J. K. Gilbert, M. Reiner, & M. Nakhleh (Eds.), Visualization: Theory and practice in science education. Models and modeling in science education (pp. 191–208). Springer. https://doi.org/10.1007/978-1-4020-5267-5_9

  • Ainsworth, S. (2010). Improving learning by drawing. Proceedings of the 9th International Conference of the Learning Sciences-Volume, 2(c), 167–168.

    Google Scholar 

  • Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333(5977), 1096–1097. https://doi.org/10.1126/science.1204153

    Article  Google Scholar 

  • Anderson, G., & Arsenault, N. (1998). Fundamentals of educational research (2nd ed.). Routledge. https://doi.org/10.4324/9780203978221

  • Bächtold, M. (2013). What do students “construct” according to constructivism in science education? Research in Science Education, 43(6), 2477–2496. https://doi.org/10.1007/s11165-013-9369-7

    Article  Google Scholar 

  • Banda, A., Mumba, F., Chabalengula, V. M., & Mbewe, S. (2011). Teachers’ understanding of the particulate nature of matter: The case of Zambian pre-service science teachers. Asia-Pacific Forum on Science Learning and Teaching, 12(2), 1–16.

    Google Scholar 

  • Baviskar, S. N., Todd Hartle, R., & Whitney, T. (2009). Essential criteria to characterize constructivist teaching: Derived from a review of the literature and applied to five constructivist-teaching method articles. International Journal of Science Education, 31(4), 541–550. https://doi.org/10.1080/09500690701731121

    Article  Google Scholar 

  • Beerenwinkel, A., & von Arx, M. (2017). Constructivism in practice: An exploratory study of teaching patterns and student motivation in physics classrooms in Finland, Germany and Switzerland. Research in Science Education, 47(2), 237–255. https://doi.org/10.1007/s11165-015-9497-3

    Article  Google Scholar 

  • Boddy, N., Watson, K., & Aubusson, P. (2003). A trial of the five Es: A referent model for constructivist teaching and learning. Research in Science Education, 33(1), 27–42. https://doi.org/10.1023/A:1023606425452

    Article  Google Scholar 

  • Boz, N., & Boz, Y. (2008). A qualitative case study of prospective chemistry teachers’ knowledge about instructional strategies: Introducing particulate theory. Journal of Science Teacher Education, 19(2), 135–156. https://doi.org/10.1007/s10972-007-9087-y

    Article  Google Scholar 

  • Chang, W. (2005). Impact of constructivist teaching on students’ beliefs about teaching and learning in introductory physics. Canadian Journal of Science, Mathematics and Technology Education, 5(1), 95–109. https://doi.org/10.1080/14926150509556646

    Article  Google Scholar 

  • Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61–82). Erlbaum.

    Google Scholar 

  • Chiou, G. L. (2013). Reappraising the relationships between physics students’ mental models and predictions: An example of heat convection. Physical Review Special Topics - Physics Education Research, 9(1), 1–15. https://doi.org/10.1103/PhysRevSTPER.9.010119

    Article  Google Scholar 

  • Clement, C. A. (2002). Learning with analogies, cases, and computers. Journal of the Learning Sciences, 11(1), 127–138. https://doi.org/10.1207/S15327809JLS1101

    Article  Google Scholar 

  • Çoruhlu, T. Ş. (2017). Pre-service science teachers ’ conceptions of the “ conduction of heat in solids.” Journal of Baltic Science Education, 16(2), 163–174.

    Article  Google Scholar 

  • Creswell, J. W., & Plano Clark, V. (2007). Designing and Conducting Mixed Methods Research. Sage.

    Google Scholar 

  • Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: A drawing analysis. Scientific Research and Essays, 5(2), 235–247. https://doi.org/10.1073/pnas.1306508110

    Article  Google Scholar 

  • diSessa, A. A., & Sherin, B. L. (1998). What changes in conceptual change? International Journal of Science Education, 20(10), 1155–1191. https://doi.org/10.1080/0950069980201002

    Article  Google Scholar 

  • Duit, R., Widodo, A., & Wodzinski, C. T. (2007). Conceptual change ideas: Teachers’ views and their instructional practice. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 197–217). Elsevier Science.

    Google Scholar 

  • Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children’s perspectives expressed through drawings. Early Child Development and Care, 179(2), 217–232. https://doi.org/10.1080/03004430802666999

    Article  Google Scholar 

  • Enyedy, N. (2005). Inventing map**: Creating cultural forms to solve collective problems. Cognition and Instruction, 23(4), 427–466. https://doi.org/10.1207/s1532690xci2304_1

    Article  Google Scholar 

  • Erickson, G. L. (1979). Children’s conceptions of heat and temperature. Science Education, 63(2), 221–230.

    Article  Google Scholar 

  • Fiorella, L., & Zhang, Q. (2018). Drawing boundary conditions for learning by drawing. Educational Psychology Review, 30(3), 1115–1137. https://doi.org/10.1007/s10648-018-9444-8

    Article  Google Scholar 

  • Glynn, S., & Muth, K. D. (2008). Using drawing strategically drawing activities make life science meaningful to third- and fourth-grade students. Science and Children, 45, 48–51.

    Google Scholar 

  • Guida, A., & Lavielle-Guida, M. (2014). 2011 Space Odyssey: Spatialization as a mechanism to code order allows a close encounter between memory expertise and classic immediate memory studies. Psychological Perspectives on Expertise, 5(573), 176–189. https://doi.org/10.3389/fpsyg.2014.00573

    Article  Google Scholar 

  • Haney, W., Russell, M., & Bebell, D. (2004). Drawing on education: using drawings to document schooling and support change. Harvard Educational Review, 74(3), 241–272. https://doi.org/10.17763/haer.74.3.w0817u84w7452011

    Article  Google Scholar 

  • Harrison, A. G., & Treagust, D. F. (2002). The particulate nature of matter: Challenges in understanding the submicroscopic world. Chemical Education: Towards Research-Based Practice, 17, 189–212. https://doi.org/10.1007/0-306-47977-X_9

    Article  Google Scholar 

  • Iofciu, F., Miron, C., & Antohe, S. (2010). Interactive conceptual maps part of constructivist environment for advanced physics teaching. In Proceedings of The 5th International Conference on Virtual Learning, 1(1), 95–100.

  • Izquierdo-Aymerich, M., & Adúriz-Bravo, A. (2003). Epistemological foundations of science education. Science & Education, 12(1), 27–43.

    Article  Google Scholar 

  • Jansoon, N., Coll, R. K., & Somsook, E. (2009). Understanding mental models of dilution in Thai students. International Journal of Environment & Science Education, 4(2), 147–168.

    Google Scholar 

  • Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7, 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x

    Article  Google Scholar 

  • Kesidou, S., Duit, R., & Glynn, S. M. (1995). Conceptual development in physics: Students’ understanding of heat. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 179–198). Erlbaum.

    Google Scholar 

  • Kozma, R., & Russell, J. (2005). Students becoming chemists: Develo** representational competence. In J. K. Gilbert (Ed.), Visualization in science education. Models and modeling in science education (pp. 121–145). Springer. https://doi.org/10.1007/1-4020-3613-2_8

  • Krajcik, J. S., & Sutherland, L. M. (2010, April 23). Supporting students in develo** literacy in science. Science, 328, 456–459. https://doi.org/10.1126/science.1182593

  • Kuo, Y. R., Won, M., Zadnik, M., Siddiqui, S., & Treagust, D. F. (2017). Learning optics with multiple representations: Not as simple as expected. In D. Treagust, R. Duit, & H. Fischer (Eds.), Multiple representations in physics education. Models and modeling in science education (pp. 123–138). Springer. https://doi.org/10.1007/978-3-319-58914-5_6

  • Lewis, E. L., & Linn, M. C. U. C. B. (1994). Heat energy and temperature concepts of adolescents, adults, and experts. Journal of Research in Science Teaching, 31(6), 657–677. https://doi.org/10.1002/tea.3660310607

    Article  Google Scholar 

  • Lin, J. W., Yen, M. H., Liang, J. C., Chiu, M. H., & Guo, C. J. (2016). Examining the factors that influence students’ science learning processes and their learning outcomes: 30 years of conceptual change research. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2617–2646. https://doi.org/10.12973/eurasia.2016.000600a

    Article  Google Scholar 

  • Martin, D. J. (2009). Elementary science methods: a constructivist approach (6th ed.). Cengage Learning.

  • Merino, C., & Sanmartí, N. (2008). How young children model chemical change. Chemistry Education Research and Practice, 9(3), 196–207. https://doi.org/10.1039/b812408f

    Article  Google Scholar 

  • Nelson, P. G. (2002). Teaching chemistry progressively: From substances, to atoms and molecules, to electrons and nuclei. Chemical Education Research and Practice, 3(2), 215–228. https://doi.org/10.1039/b2rp90017c

    Article  Google Scholar 

  • Opfermann, M., Schmeck, A., & Fischer, H. E. (2017). Multiple representations in physics and science education – Why should we use them?. In D. Treagust, R. Duit, & H. Fischer (Eds.), Multiple representations in physics education. Models and modeling in science education (pp. 1–22). Springer. https://doi.org/10.1007/978-3-319-58914-5_1

  • Park, M., Nam, Y., Moore, T., & Roehrig, G. (2011). The impact of integrating engineering into science learning on student’s conceptual understandings of the concept of heat transfer. Journal of the Korean Society of Earth Science Education, 4(2), 89–101.

    Article  Google Scholar 

  • Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207

  • Quillin, K., & Thomas, S. (2015). Drawing-to-learn: A framework for using drawings to promote model-based reasoning in biology. CBE Life Sciences Education, 14(1), 1–16. https://doi.org/10.1187/cbe.14-08-0128

    Article  Google Scholar 

  • Rau, M. A. (2017). Conditions for the effectiveness of multiple visual representations in enhancing STEM learning. Educational Psychology Review, 29(4), 717–761. https://doi.org/10.1007/s10648-016-9365-3

    Article  Google Scholar 

  • Rule, A., & Furletti, C. (2004). Using form and function analogy object boxes to teach human body systems. School Science and Mathematics, 104(4), 155–169. https://doi.org/10.1111/j.1949-8594.2004.tb18237.x

    Article  Google Scholar 

  • Schnittka, C., & Bell, R. (2011). Engineering design and conceptual change in science: Addressing thermal energy and heat transfer in eighth grade. International Journal of Science Education, 33(13), 1861–1887. https://doi.org/10.1080/09500693.2010.529177

    Article  Google Scholar 

  • Selley, N. J. (2000). Students’ spontaneous use of a particulate model for dissolution. Research in Science Education, 30(4), 389–402. https://doi.org/10.1007/BF02461558

    Article  Google Scholar 

  • Skamp, K. (Ed.). (1998). Teaching primary science constructively. Harcourt Publishers.

  • Taber, K. S. (2006). Beyond constructivism: The progressive research programme into learning science. Studies in Science Education, 42(1), 125–184. https://doi.org/10.1080/03057260608560222

    Article  Google Scholar 

  • Talanquer, V. (2009). On cognitive constraints and learning progressions: The case of “structure of matter.” International Journal of Science Education, 31(15), 2123–2136. https://doi.org/10.1080/09500690802578025

    Article  Google Scholar 

  • Tang, K. S., Delgado, C., & Moje, E. B. (2014). An integrative framework for the analysis of multiple and multimodal representations for meaning-making in science education. Science Education, 98(2), 305–326. https://doi.org/10.1002/sce.21099

    Article  Google Scholar 

  • Tekos, G., & Solomonidou, C. (2009). Constructivist learning and teaching of optics concepts using ICT tools in Greek primary school: A pilot study. Journal of Science Education and Technology, 18(5), 415–428. https://doi.org/10.1007/s10956-009-9158-2

    Article  Google Scholar 

  • Tippett, C. D. (2016). What recent research on diagrams suggests about learning with rather than learning from visual representations in science. International Journal of Science Education, 38(5), 725–746. https://doi.org/10.1080/09500693.2016.1158435

    Article  Google Scholar 

  • Treagust, D. F., & Chittleborough, G. (2007). The modelling ability of non-major chemistry students and their understanding of the sub-microscopic level. Chemistry Education Research and Practice, 8(3), 274–361.

    Article  Google Scholar 

  • Treagust, D. F., Chittleborough, G., & Mamiala, T. L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353–1368. https://doi.org/10.1080/0950069032000070306

    Article  Google Scholar 

  • Tuckey, H., & Selvaratnam, M. (1993). Studies involving three-dimensional visualisation skills in chemistry: A review. Studies in Science Education, 21(1), 99–121. https://doi.org/10.1080/03057269308560015

    Article  Google Scholar 

  • Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Educational Psychology Review, 17(4), 285–325. https://doi.org/10.1007/s10648-005-8136-3

    Article  Google Scholar 

  • Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45–69. https://doi.org/10.1016/0959-4752(94)90018-3

    Article  Google Scholar 

  • Widodo, A. (2004). Constructivist oriented lesson: The learning enviroments and the teaching sequance. Peter Lang.

Download references

Author information

Authors and Affiliations

  1. Department of Primary Teacher Education, Universitas Terbuka, Tangerang Selatan, Indonesia

    Rifat Shafwatul Anam

  2. Department of Physics Education, Institut Pendidikan Indonesia, Garut, Indonesia

    Surya Gumilar

  3. Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia

    Ari Widodo

Authors
  1. Rifat Shafwatul Anam
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Surya Gumilar
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ari Widodo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rifat Shafwatul Anam.

Ethics declarations

Conflict of Interest

The authors declare no competing interests.

Appendices

Appendix 1

Please see Table 7.

Table 7 Course materials and pedagogical components in terms of convection concept in the context of the CTS of learning cycles
Full size table

Appendix 2. Heat convection question

Question: The main question about the conception.

Fiyya is conducting an experiment by heating water in a clear container which there is contains wood powder. The aim of this experiment is to know how the movement of water is represented by the movement of the wood powder. For more details, look at the picture below!

Macroscopic level

What will happen to that experiment?

  1. A.

    The closest water with the heat source will rise and the far ones will be above it.

  2. B.

    The closest water with the heat source will rise and the far ones will replace their positions.

  3. C.

    The near and far water from the heat source will stay in its position or have no movement at all.

  4. D.

    If you have your own answer, please write it here.

Sub-microscopic level

Why can it happen in that experiment?

  1. A.

    The hotter water will have the same arrangement of particles with the cooler one and there are no changes in position in both water conditions.

  2. B.

    The hotter water will have more dense particles or become heavier than cooler one; therefore, the particles of hot water will go down and cooler water will go up.

  3. C.

    The hotter water will have more tenuous particles or become lighter than the cooler one, the result hot water will go up and cooler water will go down.

  4. D.

    If you have your own answer, please write it here.

Visual representation

Based on your explanation, how do you draw the flow and particle of water at points A and B (in the circle provided) in that experiment?

Appendix 3

Please see Table 8.

Table 8 Students’ drawing categories showing the level of visual representation
Full size table

Appendix 4

Please see Table 9.

Table 9 Rubric of visual representations
Full size table

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Anam, R.S., Gumilar, S. & Widodo, A. The Use of the Constructivist Teaching Sequence (CTS) to Facilitate Changes in the Visual Representations of Fifth-Grade Elementary School Students: A Case Study on Teaching Heat Convection Concepts. Int J of Sci and Math Educ 22, 73–99 (2024). https://doi.org/10.1007/s10763-023-10358-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-023-10358-x

Keywords

Search

Navigation