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Learning science through representational generation/negotiation

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conference contribution
posted on 2011-01-01, 00:00 authored by Russell TytlerRussell Tytler, Peter Hubber
This paper will describe the key features and theoretical underpinnings of a representation-intensive pedagogy developed in a six-year research program, and its relationship to the epistemic practices of science. The pedagogy draws on socio cultural, pragmatist perspectives on learning and cognition that view knowledge as grounded in multi modal representations that are discursively generated, negotiated and coordinated in science classrooms. From this perspective, the learning challenges identified by research in the conceptual change tradition are seen as inherently representational in nature, and the central feature of the pedagogy involves students generating representations in response to structured challenges. The paper will interrogate the key aspects of the pedagogy and the way it supports learning, using evidence from a range of units designed by the researchers working in partnership with a small group of teachers. The role of representations in supporting learning will be explored in terms of the way they afford and productively constrain knowledge generation, mirroring the epistemic practices of science. Lesson transcripts, and examples of student artefacts will be presented to demonstrate significant reasoning and learning outcomes.



European Science Education Research Association Biannual Conference (9th : 2011 : Lyon, France)


1 - 4


European Science Education Research Association


Lyon, France

Place of publication

[Lyon, France]

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Publication classification

E2 Full written paper - non-refereed / Abstract reviewed

Copyright notice

2011, The Authors

Title of proceedings

ESERA 2011 : Proceedings of the European Science Education Research Association Biannual Conference

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