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Teacher change in implementing a research-developed representation construction pedagogy

Hubber, Peter and Chittleborough, Gail 2015, Teacher change in implementing a research-developed representation construction pedagogy, Il nuovo cimento della societá italiana di fisica. C, vol. 38, no. 3, pp. 1-12, doi: 10.1393/ncc/i2015-15098-9.

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Title Teacher change in implementing a research-developed representation construction pedagogy
Author(s) Hubber, Peter
Chittleborough, Gail
Journal name Il nuovo cimento della societá italiana di fisica. C
Volume number 38
Issue number 3
Start page 1
End page 12
Total pages 12
Publisher Società Italiana di Fisica
Place of publication Bologna, Italy
Publication date 2015
ISSN 1124-1896
Keyword(s) Representations
Teacher Change
Secondary Science
Summary The Representations in Learning Science (RiLS) project developed arepresentation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers’ pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at widerscale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year-8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year-8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke and Hollingworth, Teach. Educ., 18 (2001) 947) was used to analyse the teachers’ experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research-developed pedagogy.
Language eng
DOI 10.1393/ncc/i2015-15098-9
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C3 Non-refereed articles in a professional journal
ERA Research output type X Not reportable
Copyright notice ©2015, Societa Italiana di Fisica
Persistent URL http://hdl.handle.net/10536/DRO/DU:30085687

Document type: Journal Article
Collections: School of Education
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