Leveraging the Power of Reflection and Visual Representation in Middle-Schoolers' Learning During and After an Informal Science Experience (Collaborative Research: Dickes)

The project uses design-based research to address: (1) whether and how interpreting and constructing visual representations improves students' understanding of science, and (2) what further benefits are conferred by marrying engagement with visual representations and prompts for reflection during informal science learning experiences. The project is grounded in the idea that visual representations can enhance science learning and encourage reflection on doing science that supports extension of that learning beyond a singular informal science experience.