The nature of student learning and knowing in science
chapter
posted on 2013-02-01, 00:00 authored by Russell TytlerRussell Tytler, Vaughan PrainVaughan Prain© 2013 Sense Publishers. All rights reserved.As outlined in previous chapters, the representation construction approach is underpinned by sociocultural, pragmatist, semiotic perspectives on learning and knowing. In this chapter we will: review how each of these perspectives relate to this pedagogy, illustrating with the animals in the school-ground classroom sequence, explore how this classroom practice relates to practice in science itself discuss how the pedagogy promotes understandings of the nature of science, and clarify the nature of quality learning, and knowledge, from this perspective.
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Chapter number
10Pagination
171-183Publisher DOI
ISBN-13
9789462092037Publication classification
B1 Book chapter, B Book chapterCopyright notice
2013, Sense PublishersExtent
11Editor/Contributor(s)
Tytler R, Prain V, Hubber P, Waldrip BPublisher
SensePlace of publication
Rotterdam, The NetherlandsTitle of book
Constructing Representations to Learn in ScienceUsage metrics
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Student learning in science, representation construction, learning and reasoning130309 Learning Sciences130202 Curriculum and Pedagogy Theory and Development130212 Science, Technology and Engineering Curriculum and Pedagogy970113 Expanding Knowledge in Education930102 Learner and Learning ProcessesDP0770999School of Education
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