Prain, Vaughan and Tytler, Russell 2013, Representing and learning in science. In Tytler, Russell, Prain, Vaughan, Hubber, Peter and Waldrip, Bruce (ed), Constructing representations to learn science, Sense Publications, Rotterdam, The Netherlands, pp.1-14, doi: 10.1007/978-94-6209-203-7.
In this book we argue for an approach to representational work in school science learning and teaching that engages participants, is epistemologically sound, aligns with knowledge-building practices in the discipline, and draws on extensive classroom study. We review in this chapter current research agendas around student representational work in science learning, including the assumptions, rationale and research practices of these agendas. We do this (a) to clarify precisely what we see as the diversity of current mainstream thinking and practices around representational activity, and (b) to articulate what is distinctive about our own contribution, noting the traditions, influences and prior research we draw on. We begin by noting the current dominant role of image generation and analysis in much contemporary science, and its implications for science in schools.
Field of Research
130202 Curriculum and Pedagogy Theory and Development 130309 Learning Sciences
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