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An explicit representational focus for teaching and learning about animals in the environment

journal contribution
posted on 01.12.2009, 00:00 authored by Russell TytlerRussell Tytler, F Haslam, Vaughan PrainVaughan Prain, Peter Hubber
There has been growing interest in linking the learning of Science with the literacies of Science and representations. Recent attention has been focused on learning theories that emphasise the socio-cultural and situated aspects of learning, and in particular the notion of learning as participation in a discourse community. This paper will describe a learning sequence planned wilh Year 5/6 teachers to study invertebrates in the schoolground environment, but with an additional focus in which students generated and negotiated representations, and discussed the adequacy of these. The paper will present data from video capture of classroom activities, students' work samples, and pre- and post-unit testing, to explore what a representational focus might entail in teaching science, and the role of representations in learning, reasoning and exploring in science.

History

Journal

Teaching Science

Volume

55

Issue

4

Pagination

21 - 27

Publisher

Australian Science Teachers Association

Location

Canberra, ACT

ISSN

1449-6313

eISSN

1839-2946

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

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