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A representation-intensive signature pedagogy for school science?

Tytler, Russell and Hubber, Peter 2010, A representation-intensive signature pedagogy for school science?, in AARE 2010 : Proceedings of the 2010 Australian Association for Research in Education Conference, Australian Association for Research in Education, Coldstream, Vic., pp. 1-16.

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Title A representation-intensive signature pedagogy for school science?
Author(s) Tytler, Russell
Hubber, Peter
Conference name Australian Association for Research in Education. Conference (2010 : Melbourne, Victoria)
Conference location Melbourne, Vic.
Conference dates 28 Nov.-2 Dec. 2010
Title of proceedings AARE 2010 : Proceedings of the 2010 Australian Association for Research in Education Conference
Editor(s) Howard, Sarah
Publication date 2010
Conference series Australian Association for Research in Education Conference
Start page 1
End page 16
Total pages 16
Publisher Australian Association for Research in Education
Place of publication Coldstream, Vic.
Keyword(s) signature pedagogies
Shulman
professional learning
Summary In this paper we examine Shulman’s notion of signature pedagogies for its usefulness extended to school science. We argue that school science is in an important sense an apprenticeship, and that calls for reform in school science are compatible with Shulman’s practice-based vision of professional learning. Two case studies of teaching and learning will be presented based on research in primary and secondary schools that involved working closely with teachers to develop and validate involving a representation-intensive pedagogy that lays claim to bringing school science closer to the knowledge building practices of science. Video images of classrooms, interviews with students and teachers, and documentation of students’ work, were used to construct insights into the teaching and learning process. It is argued that Shulman’s notion of professional practice as involving apprenticeships of knowledge, practice and identity provides a useful lens through which to view this innovation. Shulman’s characterisation of signature pedagogy is used to identify key features of the approach.
Notes Reproduced with the kind permission of the copyright owner.
ISSN 1324-9320
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed
Copyright notice ©2010, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30045213

Document type: Conference Paper
Collections: School of Education
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