Learning science through representational generation/negotiation
Tytler, Russell and Hubber, Peter 2011, Learning science through representational generation/negotiation, in ESERA 2011 : Proceedings of the European Science Education Research Association Biannual Conference, European Science Education Research Association, [Lyon, France], pp. 1-4.
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This paper will describe the key features and theoretical underpinnings of a representation-intensive pedagogy developed in a six-year research program, and its relationship to the epistemic practices of science. The pedagogy draws on socio cultural, pragmatist perspectives on learning and cognition that view knowledge as grounded in multi modal representations that are discursively generated, negotiated and coordinated in science classrooms. From this perspective, the learning challenges identified by research in the conceptual change tradition are seen as inherently representational in nature, and the central feature of the pedagogy involves students generating representations in response to structured challenges. The paper will interrogate the key aspects of the pedagogy and the way it supports learning, using evidence from a range of units designed by the researchers working in partnership with a small group of teachers. The role of representations in supporting learning will be explored in terms of the way they afford and productively constrain knowledge generation, mirroring the epistemic practices of science. Lesson transcripts, and examples of student artefacts will be presented to demonstrate significant reasoning and learning outcomes.
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
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