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The nature of student learning and knowing in science

Tytler, Russell and Prain, Vaughan 2013, The nature of student learning and knowing in science, in Constructing representations to learn in science, Sense Publishers, Rotterdam, The Netherlands, pp.171-183.

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Title The nature of student learning and knowing in science
Author(s) Tytler, Russell
Prain, Vaughan
Title of book Constructing representations to learn in science
Editor(s) Tytler, Russell
Prain, Vaughan
Hubber, Peter
Waldrip, Bruce
Publication date 2013
Chapter number 10
Total chapters 12
Start page 171
End page 183
Total pages 13
Publisher Sense Publishers
Place of Publication Rotterdam, The Netherlands
Keyword(s) learning in science
science pedagogy
representation and learning
Summary As outlined in previous chapters, the representation construction approach is underpinned by sociocultural, pragmatist, semiotic perspectives on learning and knowing. In this chapter we will:
a. review how each of these perspectives relate to this pedagogy, illustrating with the animals in the school-ground classroom sequence,
b. explore how this classroom practice relates to practice in science itself
c. discuss how the pedagogy promotes understandings of the nature of science, and
d. clarify the nature of quality learning, and knowledge, from this perspective.
ISBN 9462092028
9789462092020
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130212 Science, Technology and Engineering Curriculum and Pedagogy
130309 Learning Sciences
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1 Book chapter
Copyright notice ©2013, Sense Publishers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30059038

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Created: Wed, 18 Dec 2013, 12:03:01 EST by Russell Tytler

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.