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Representing and learning in science

chapter
posted on 01.02.2013, 00:00 authored by Vaughan PrainVaughan Prain, Russell TytlerRussell Tytler
In this book we argue for an approach to representational work in school science learning and teaching that engages participants, is epistemologically sound, aligns with knowledge-building practices in the discipline, and draws on extensive classroom study. We review in this chapter current research agendas around student representational work in science learning, including the assumptions, rationale and research practices of these agendas. We do this (a) to clarify precisely what we see as the diversity of current mainstream thinking and practices around representational activity, and (b) to articulate what is distinctive about our own contribution, noting the traditions, influences and prior research we draw on. We begin by noting the current dominant role of image generation and analysis in much contemporary science, and its implications for science in schools.

History

Title of book

Constructing Representations to Learn in Science

Chapter number

1

Pagination

1 - 14

Publisher

Sense Publishers

Place of publication

Rotterdam, The Netherlands

ISBN-13

9789462092037

Language

eng

Publication classification

B1 Book chapter; B Book chapter

Copyright notice

2013, Sense Publishers

Extent

12

Editor/Contributor(s)

R Tytler, V Prain, P Hubber, B Waldrip

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