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Constructing representations to learn science

Tytler, Russell and Hubber, Peter 2015, Constructing representations to learn scienceUsing multimodal representations to support learning in the science classroom, Springer, Berlin, Germany, pp.159-181, doi: 10.1007/978-3-319-16450-2_9.


Title Constructing representations to learn science
Author(s) Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Hubber, PeterORCID iD for Hubber, Peter orcid.org/0000-0003-1780-9562
Title of book Using multimodal representations to support learning in the science classroom
Publication date 2015
Chapter number 9
Total chapters 12
Start page 159
End page 181
Total pages 23
Publisher Springer
Place of Publication Berlin, Germany
Summary While there has been considerable research attention paid to ways of supporting students to interpret and apply the multi modal representations that constitute scientific understanding, less has been paid to the active construction of representations as part of a science inquiry process. This chapter describes the development, over a decade, of major Australian research projects involving researchers from five universities exploring a guided inquiry approach to school science involving the construction and negotiation of representations. This program of research is based in pragmatist understandings of the relationship between representations, phenomena and meaning making. It links the pedagogy to the knowledge production processes of science itself, drawing on science study scholars such as Latour and Gooding. The approach has formed the basis of major government sponsored professional learning programs. This chapter describes the development of this ‘representation construction’ approach and provides examples of sequences of representational challenges, with associated student work, to demonstrate the key features of the pedagogy and the quality of learning that ensues. We describe current research working with schools to establish the approach more widely and the professional learning challenges this poses for teachers.
ISBN 9783319164496
Language eng
DOI 10.1007/978-3-319-16450-2_9
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category B1 Book chapter
Copyright notice ©2015, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30085414

Document type: Book Chapter
Collection: School of Education
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