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Learning science through engaging with its epistemic representational practices

Tytler, Russell, Hubber, Peter, Johansson, Annie Maj, Wickman, Per-Olof, Prain, Vaughan, Carolan, Jim, Waldrip, Bruce and Duschl, Richard 2011, Learning science through engaging with its epistemic representational practices, in ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship, European Science Education Research Association, [Lyon, France], pp. 1-15.

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Title Learning science through engaging with its epistemic representational practices
Author(s) Tytler, Russell
Hubber, Peter
Johansson, Annie Maj
Wickman, Per-Olof
Prain, Vaughan
Carolan, Jim
Waldrip, Bruce
Duschl, Richard
Conference name European Science Education Research Association Biannual Conference (9th : 2011 : Lyon, France)
Conference location Lyon, France
Conference dates 5 - 9 Sep. 2011
Title of proceedings ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship
Editor(s) Bruguière, Catherine
Tiberghien, Andrée
Clément, Pierre
Publication date 2011
Conference series European Science Education Research Association Biannual Conference
Start page 1
End page 15
Total pages 15
Publisher European Science Education Research Association
Place of publication [Lyon, France]
Keyword(s) Student learning in science
representation
pragmatism
socio-cultural perspectives
epistemic
Summary This group of papers explores the development of student understanding and application of the discursive tools of science to reason in this subject, as the basis for classroom practices that parallel scientists’ knowledge production practices. We explore how this account of the disciplinary literacies of science can be enabled through effective pedagogies. The papers draw on research from Australia and Sweden that have overlapping agendas and theoretical perspectives including pragmatism (Peirce 1931-58; Dewey 1938/1997), social semiotics (Kress et al. 2001) and socio-cultural perspectives on language and learning (Lemke, 2004). The papers examine the role of language/multimodal representations in generating knowledge claims in science classrooms, the classroom epistemologies that support learning, and assessment practices from this perspective. A large body of conceptual change research has identified trenchant problems in conceptual learning in science, spawning long-standing and ongoing programs to identify pedagogies to address this. By redefining the problem in terms of language and representation, we aim to offer a way forward to support student engagement and learning in science.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2011, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30044950

Document type: Conference Paper
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.