Prain, Vaughan 2015, Writing and representing to learn in science. In Boulter, Carolyn J., Reiss, Michael J. and Sanders, Dawn L. (ed), Darwin-inspired learning, Sense Publishers, Rotterdam, The Netherlands, pp.327-339.
The material and symbolic tools for undertaking and representing science activity have changed so much since Darwin’s time. From medical science researchers using synchrotron microscopy at a spatial resolution of 3 to 5 microns to analyse artificially-coloured chemical maps of the effects of different drugs on cells, to astronomers generating and analysing digital imagery of distant galaxies, scientists now use a vast array of verbal, visual and mathematical resources to make discoveries and excite public interest in their work. Despite this huge increase in technological resources and expertise, Darwin’s methods still inspire learning and breakthroughs across many settings.
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