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, Russell orcid.org/0000-0003-0161-7240 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 Related Links Link Description Connect to published version Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Mon, 15 Aug 2016, 13:56:47 EST Mon, 15 Aug 2016, 14:10:41 EST Mon, 15 Aug 2016, 14:11:31 EST Wed, 12 Oct 2016, 15:46:47 EST Wed, 01 Mar 2017, 08:17:56 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 129 Abstract Views  -  Detailed Statistics Created: Mon, 15 Aug 2016, 13:56:47 EST

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