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Empowering teachers through a professional learning program that focused on a representation intensive pedagogical approach

Hubber, Peter and Chittleborough, Gail 2012, Empowering teachers through a professional learning program that focused on a representation intensive pedagogical approach, in NARST 2012 : Re-Imagining Research in 21st Century Science Education for a Diverse Global Community : Proceedings of the National Assocation of Research in Science Teaching annual international confence, NARST, [Indianapolis, Ind.].

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Title Empowering teachers through a professional learning program that focused on a representation intensive pedagogical approach
Author(s) Hubber, Peter
Chittleborough, Gail
Conference name National Association of Research in Science Teaching Annual International Conference (2012 : Indianapolis, Ind.)
Conference location Indianapolis, Ind.
Conference dates 25-28 Mar. 2012
Title of proceedings NARST 2012 : Re-Imagining Research in 21st Century Science Education for a Diverse Global Community : Proceedings of the National Assocation of Research in Science Teaching annual international confence
Editor(s) [Unknown]
Publication date 2012
Conference series National Association of Research in Science Teaching Annual International Conference
Total pages 7
Publisher NARST
Place of publication [Indianapolis, Ind.]
Keyword(s) representations-intensive pedagogical approach
education
students
professional learning program
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. It thus represents a more active view of knowledge than traditional structural approaches. 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 secondary science teachers in Victoria, Australian, 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 on 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.
Notes Reproduced with the kind permission of the copyright owner.
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
Copyright notice ©2012, NARST
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045210

Document type: Conference Paper
Collections: School of Education
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