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A professional learning program based on a representation intensive pedagogical approach

Hubber, Peter and Chittleborough, Gail 2011, A professional learning program based on a representation intensive pedagogical approach, in ASERA 2011 : Proceedings of the 42nd Australasian Science Education Research Association conference 2011, ASERA, [Adelaide, S.A.].

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Title A professional learning program based on a representation intensive pedagogical approach
Author(s) Hubber, Peter
Chittleborough, Gail
Conference name Australasian Science Education Research Association Conference (42nd : 2011 : Adelaide, S.A.)
Conference location Adelaide, S.A.
Conference dates 29 June-2 July 2011
Title of proceedings ASERA 2011 : Proceedings of the 42nd Australasian Science Education Research Association conference 2011
Editor(s) [Unknown]
Publication date 2011
Conference series Australasian Science Education Research Association Conference
Publisher ASERA
Place of publication [Adelaide, S.A.]
Summary A representation-intensive pedagogical approach challenges students to generate and negotiate the representations (text, graphs, models, diagrams) that constitute the discursive practices of science, rather than focusing on the text-based, definitional versions of concepts. Previous research conducted on a small scale with a few topics and teachers successfully demonstrated enhanced outcomes for students, in terms of sustained engagement with ideas, and quality learning, and for teachers’ enhanced pedagogical knowledge, and epistemological understanding. This paper explores the efficacy of embedding a representations-intensive pedagogical approach into a state-wide professional learning program that was delivered to Victorian secondary science teachers in 2010/2011. The professional learning program involved participating teachers undertaking two successive days of professional development, then completing a small classroom-based project in their schools before returning for the third day of professional development. The program was supported by online drupal website. In determining the impact of the professional learning program on the teachers’ practice data was collected in the form of program participant surveys, presentations of the teachers’ classroom-based projects, focus group interviews and phone interviews. Teachers demonstrated the applicability of this pedagogical approach by adapting it to a variety of science topics.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045209

Document type: Conference Paper
Collection: School of Education
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