An overarching theme in my work is the role of representations in supporting learning. For me, representations include drawings and diagrams as well as computer simulations and embodied skits. I am particularly interested in how these representations play a role in supporting classroom interactions. This theme cuts across all of my projects including some independent studies.
Danish, J. A., & Saleh, A. (2015). The impact of classroom context upon 1st and 2nd grade students’ critical criteria for science representations. Instructional Science. http://doi.org/10.1007/s11251-015-9355-8
Danish, J. A., & Saleh, A. (2014). Examining How Activity Shapes Students’ Interactions While Creating Representations in Early Elementary Science. International Journal of Science Education, 1–21. http://dx.doi.org/10.1080/09500693.2014.923127
Danish, J. A., & Phelps, D. (2010). Representational Practices by The Numbers: How Kindergarten and First-Grade Students Create, Evaluate, and Modify Their Science Representations. International Journal of Science Education, 33(15), 2069–2094. http://dx.doi.org/10.1080/09500693.2010.525798
Danish, J. A., & Enyedy, N. (2007). Negotiated Representational Mediators: How Young Children Decide What to Include in Their Science Representations. Science Education, 91(1), 1–35. http://dx.doi.org/10.1002/sce.20166