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Learning from and through representations in science
In this chapter, we review the two main current approaches to researching student acquisition of the literacies of science, defined as student capacity to interpret and construct science texts. Researchers have tended to focus on either analysis and construction of expert representations as a basis for investigating factors affecting student learning from interactions with these representations, or on learning outcomes when students, with teacher guidance, generate and justify their own representations. We identify strengths and challenges in each focus as well as future research agendas in this field.
History
Title of book
Second international handbook of science educationVolume
24Series
Springer International Handbooks of Education (SIHE)Chapter number
12Pagination
145 - 155Publisher
Springer Science+Business Media BVPlace of publication
Dordrecht, The NetherlandsPublisher DOI
ISBN-13
978-1-4020-9040-0Edition
2Language
engPublication classification
B1.1 Book chapterCopyright notice
2012, Springer Science+Business Media B.V.Extent
96Editor/Contributor(s)
B Fraser, K Tobin, C McRobbieUsage metrics
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