@article {711,
	title = {HOW DO TEACHERS OF PHYSICAL SCIENCES WITH DIFFERENT PROFESSIONAL EXPERIENCES USE VISUAL REPRESENTATIONS WITH EPISTEMIC FUNCTIONS IN THE CLASSROOM},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {97-114},
	abstract = {This study aims to clarify the role of visual representations (VR) on the promotion and development of students{\textquoteright} epistemic practices (EP) in the physical sciences (PS) classroom. The use of VR is crucial for supporting and developing students{\textquoteright} EP (student work in inquiry context). 
 Research questions: (a) how do teachers trigger the use of VR by students in the classroom? (b) What functions can be attributed to VR in PS classrooms? (c) What is the impact of VR on students{\textquoteright} EP? In all questions the dependence on the context and teacher experience will be analyzed.
 This is a multicase study with five PS teachers, with different teaching experience, from Portuguese basic schools (students aged 13-15 years).
 Multimodal narratives were used (a description of what happens in the classroom, using several types of data collected). Using open coding analysis, categories were found and then cluster analysis was used to find patterns.
 Main findings: (a) teacher{\textquoteright}s efforts are the triggers for the use of VR by students, especially the task proposal; (b) VR can be used as an illustration (does not increase students{\textquoteright} EP) or as epistemic mediator (increases students{\textquoteright} EP); (c) all these aspects are dependent on teacher experience. 
 
},
	keywords = {students{\textquoteright} epistemic practices, teacher mediation, visual representations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.97},
	url = {http://oaji.net/articles/2014/457-1410006477.pdf},
	author = {Elisa Saraiva and J. Bernardino  Lopes and Carla A.  Santos and J. Paulo  Cravino}
}
@article {175,
	title = {MEDIATION OF STUDENT LEARNING: DIMENSIONS AND EVIDENCES IN SCIENCE TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {42-52},
	abstract = {Our study intends to focus the teacher mediation of student learning in sciences{\textquoteright} classrooms in new theoretical and empirical perspectives. The science teacher action, in a research perspective, has been considered as sum of several aspects. Our research problem is how to consider, in a scientific way, the mediation of student learning in science classroom by facing the teaching activity as a whole. We present a theoretical framework to analyse the teacher mediation. We also developed an innovative methodological instrument to obtain data relevant to analyse the teacher mediation. Our instrument is a multimodal account of what happens inside the classroom or what particular context conditions some teacher decisions. We provide preliminary results from two particular science teachers to evidence the usefulness of this framework, in particular the dimensions of analyse and the richness of the instrument to collect data from multiple sources.},
	keywords = {science teacher, teacher mediation, teaching activity},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298120.pdf},
	author = {J. Bernardino  Lopes and J. Paulo  Cravino and Maria Branco and Elisa Saraiva and Ant{\'o}nio Silva}
}
