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Teaching and learning force as a representational issue : insights from a classroom video study

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conference contribution
posted on 2008-01-01, 00:00 authored by Peter Hubber, Russell TytlerRussell Tytler, M Haslam
An enormous amount of research in the conceptual change tradition has shown the difficulty of learning fundamental science concepts, yet conceptual change schemes have failed to convincingly demonstrate improvements in supporting significant student learning. Recent work in cognitive science has challenged this purely conceptual view of learning, emphasising the role of languages, and the importance of personal and contextual aspects of  understanding science. The research described in this paper is designed around the notion that learning involves the recognition and development of students’ representational resources. In particular, we argue that difficulties with the concept of force are fundamentally representational in nature. The paper describes the planning and implementation of a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching and learning. Classroom sequences involving three teachers 158 2008 NARST Annual International Conference were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to code the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper will report on the effect of this approach on teacher knowledge and pedagogy, and on student learning of force.

History

Pagination

157 - 158

Location

Baltimore, Md.

Open access

  • Yes

Start date

2008-03-30

End date

2008-04-02

Language

eng

Publication classification

E2 Full written paper - non-refereed / Abstract reviewed

Copyright notice

2008, The Authors

Editor/Contributor(s)

P Gilmer, C Czerniak, J Osborne, J Kyle

Title of proceedings

NARST 2008 : Impact of Science Education Research on Public Policy : National Association for Research in Science Teaching Annual International Conference

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