Exploring the impact of student generated representations on student learning.

This paper presents the impact of student generated representations on students in three secondary schools in Nepal. Qualitative data were obtained from semi-structured interviews, focus group discussions and a classroom observation. Students, teachers and school principals were the research participants of this study. The findings indicated that students can develop a deeper understanding of the subject matter when they have an opportunity to learn through their self-generated representations. Furthermore, evidence drawn from the gathered data indicated that such an innovative pedagogical strategy can enhance student engagement in learning by enabling the learners to remain engaged in more productive discussions. The findings also suggested that learning can become joyful and effective when the students get an opportunity to learn from their peers. Additionally, this classroom pedagogy implemented in a culturally diverse Nepalese context sheds some light on collaborative learning that can foster student empowerment. [ABSTRACT FROM AUTHOR]