Teaching plan for the course unit (Short version)
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General information

 

Course unit name: The Use of External Representations in School Learning

Course unit code: 572513

Academic year: 2023-2024

Coordinator: Maria Merce Garcia-mila Palaudarias

Department: Department of Cognition, Development and Educational Psychology

Credits: 3

Single program: S

Estimated learning time

Total number of hours 75

 

Face-to-face and/or online activities

30

-  Lecture with practical component

Face-to-face

30

Supervised project

20

Independent learning

25

Learning objectives

Referring to knowledge Acquire a conceptual understanding of the functions and characteristics of the main systems of external representation used to mediate thinking and learning. Acquire an understanding of the characteristics and conditions of the educational contexts and practices which use systems of external representation and of the most common learning difficulties students encounter when using these systems in STEM education. Acquire basic strategies for undertaking tasks of psychoeducational assessment aimed at improving teaching and learning processes when using systems of external representation. Develop research skills and be able to communicate academic and professional information in various formats and supports.  Use and gain teamwork strategies and positive attitudes towards intellectual integrity and mutual respect and cooperation in the world of work. Respect human diversity (differences in gender, culture, abilities and resources), recognise social and economic injustice and adopt an attitude of personal and professional commitment to a continuous process of social change.

 

 

Teaching blocks

 

1. The concept of semiotic mediation and external representation systems

*  Reading 1. Pérez-Echevarría, M. P.; Martí, E.; Pozo, J. I. (2010). «Los sistemas externos de representación como herramientas de la mente». Cultura y Educación, 22(2), pp. 133-147.

The theory underpinning the use of external representation systems as a learning tool. The role of external representation systems in organising the human mind. Vygotski’s account of semiotic mediation and the concept of psychological tools.

2. External representation systems and their appropriation

*  Reading 2. Martí, E. (2003). «Los sistemas externos de representación: un dominio de conocimiento». In: Martí, E. (2003). Representar el mundo externamente. La adquisición infantil de los sistemas externos de representación. Machado books, pp.19-27.

3. Appropriation of numerical notation

*  Reading 3. Rodríguez, J.; Martí, E.; Salsa, A. (2016). «La naturaleza semiótica e los conocimientos numéricos: aportes al campo de la educación».Revista de Psicología, 12(33), pp. 66-79.

4. Systems of external representation for teaching sciences

*  Reading 4. Lemke, J. (2002).«Enseñar todos los lenguajes de la ciencia. Palabras, símbolos, imágenes, y acciones». In: Benlloch, M. (coord.).La enseñanza de las ciencias. Ideas para mejorar su práctica. Paidós, pp. 159-185. 

5. Disorders of learning written notation: dyslexia and dyscalculia

*  Reading 5. Gatell, A. et al. (2022). «Trastorns del neurodesenvolupament i l’aprenentatge: Abordatge des de pediatria d’atenció primària».Dislèxia i Discalcúlia, pp. 19-33.

 

 

Official assessment of learning outcomes

 

Students obtaining a final grade of 9 or more, may, at the discretion of the faculty, be awarded a ’matrícula d’honor’, albeit that no more than 5% of the students enrolled on the course can receive this award. Student assignments must be original work. Students copying on a test or plagiarising in a written assignment will be deemed to be in breach of the student code and automatically failed (see Article 16.7 and the annex to the Regulations governing the teaching, assessment and grading of learning at the University of Barcelona: http://www.ub.edu/acad/noracad/avaluacio_2020.pdf). On-campus activities (classes and seminars). Student participation and contributions to class discussions are evaluated. Weighting: 10% of the overall grade.  On-campus, tutored activities. The following activities are evaluated: presentations of set readings and written work (group), written work related to set readings (individual), synthesis/summary of content (individual). Prior to class, students respond to an activity related to each set text and upload their responses to the virtual classroom. The syllabus comprises five main themes, with a set text corresponding to each theme. Each student presents one of the texts to the rest of the class. These presentations should be geared to generate debate. Weighting: 50% of the overall grade. Tutored activity. This assignment is monitored and assessed at various points in its development: proposal, elaboration and results (work in small groups). Students must submit a draft essay three weeks before the end of the course. The oral presentation of the group assignment takes place on the last day of class. In the last two sessions before the presentation, time will be set aside so that groups can prepare this task. The written work must be submitted by the last day permitted for that purpose. Weighting: 40% of the overall grade. The assessment criteria for the different activities proposed include: The extent to which students’ answers adhere to the criteria and content as established in the theoretical framework of the subject. The extent to which students’ answers adhere to the postulates presented and the degree of clarity and relevance of their answers. Consideration of formal aspects of academic discourse (APA citation norms, etc.). The degree of dynamism, originality, clarity and relevance of the oral presentation. Attendance of classes and seminars is compulsory. Students must attend at least 75% of the sessions in order to opt for continuous assessment.   Examination-based assessment Assessment is in two parts, both evaluating the skills presented in the course. The first comprises five questions relating to the five main themes (50%). The second comprises a text commentary (guidelines provided) (50%). The exam is marked on a scale from 0 to 10 and to pass the subject students must obtain a minimum of 5 points. Repeat assessment Students that fail the continuous assessment mode of evaluation are entitled to repeat the assessment tasks. Students opting for repeat assessment renounce any grades awarded previously as part of their continuous assessment. Repeat assessment comprises an on-campus, written exam covering all course content, both theoretical and practical. Students sit the exam on the date and time set by the MIPE Academic Committee. The exam is marked on a scale from 0 to 10 and to pass the subject students must obtain a minimum of 5 points. The final grade for students sitting the repeat assessment is the grade obtained on this exam and this exam alone.

Reading and study resources

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Book

Marti, E: (2003). Representar el mundo externamente. La adquisición infantil de los sistemas externos de representación. A. Machado.

Olson, D. (1998) El mundo sobre el papel. Gedisa.

Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Lawrence Erlbaum.

Tomasello, M. (2009). Why we cooperate? Cambridge Mass: The MIT Press.

Vygotski, L.S. (1979). El desarrollo de los procesos psicológicos superiores. Ed. Crítica

Tomasello, M. (2009). Why we cooperate? The MIT Press.

Chapter

Martí, E. y Garcia-Mila, M. (2007). Cambio conceptual y cambio representacional desde una perspectiva evolutiva: La importancia de los sistemas externos de representación. En Pozo, J. I. y Flores, F. (Coord.). Cambio representacional y cambio conceptual en el aprendizaje y la enseñanza de las ciencias (73-91). A. Machado.

Pérez-Echeverría, P., & Scheuer, N. (2007). External representations as learning tools: An introduction. In C. Andersen, P. Pérez-Echeverría, N. Scheuer, & E. Teubal (Eds.), Representational systems and practices as learning tools.

Lemke, J. (2002). Enseñar todos los lenguajes de la ciencia: Palabras, símbolos, imágenes y acciones. En M. Benlloch (comp.), La educación en ciencias. Ideas para mejorar su práctica (pp. 159-186). Paidós.

Article

Garcia-Mila, M., Marti, E., Gilabert, S., & Castells, M. (2014). Fifth through eighth grade students’ difficulties in constructing bar graphs: Data organization, data aggregation, and integration of a second variable. Mathematical Thinking and Learning, 16(3), 201-233.

Martí, E. & Garcia-Mila, M.  (2010) .Progresos en la diferenciación funcional entre dibujo, escritura y numerales en niños de 4 a 7 años. Estudios de Psicología, 32 (3), 339-352.  https://doi.org/10.1174/021093910793154420

Martí, E, Garcia-Mila, M., Gabucio, F., & Konstantinidou, K. (2011). The construction of a double-entry table: a study of primary and secondary school student’s difficulties. European Journal of Psychology of Education, 26(2), 215-234.

Pérez-Echeverría, M.P., Martí, E. & Pozo, J.I. (2010). Los sistemas externos de representación como herramientas de la mente. Cultura y Educación, 2(2), 133-147.

Rodríguez, J. Martí, E., & Salsa, A. (2016). La naturaleza semiótica de los conocimientos numéricos: aportes al campo de la educación. Revista de Psicología, 12(33), 66-79.

Garcia‐Mila, M., & Andersen, C. (2007). Developmental change in notetaking during scientific inquiry. International Journal of Science Education, 29(8), 1035-1058.

Gatell, et al. (2022). Trastorns del neurodesenvolupament i l’aprenentatge: Abordatge des de pediatria d’atenció primària. Dislèxia i Discalcúlia, 19-33.