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Constructing representations to learn science

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posted on 01.01.2015, 00:00 authored by Russell TytlerRussell Tytler, Peter Hubber
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.

History

Title of book

Using multimodal representations to support learning in the science classroom

Chapter number

9

Pagination

159 - 181

Publisher

Springer

Place of publication

Berlin, Germany

ISBN-13

9783319164496

Language

eng

Publication classification

B1 Book chapter; B Book chapter

Copyright notice

2015, Springer

Extent

12

Editor/Contributor(s)

B Hand, M McDermott, V Prain

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