Sandra Nitz|Shaaron Ainsworth|Claudia Nerdel|Helmut Prechtl
Do student perceptions of teaching predict the development of representational competence and biological knowledge?
Leibniz Institute for Science and Mathematics Education|University of Nottingham|Technical University of Munich|Leibniz Institute for Science and Mathematics Education
dealing representations crucial skill students representational competence essential learning science study analysed relationship representational competence content knowledge student perceptions teaching practices concerning use different representations impact students outcome teaching unit participants 931 students 51 secondary school classes representational competence content knowledge interactively related representational aspects moderately included teaching students develop rich representational competence although content knowledge increased significantly multilevel regression showed student perceptions interpreting constructing visualgraphical representations active social construction knowledge predicted students outcome class level whereas individually perceived amount terms use symbolic representations influenced students achievement individual level methodological practical implications findings discussed relation development representational competence classrooms