Teaching and learning about force with a representational focus : pedagogy and teacher change

Hubber, Peter, Tytler, Russell and Haslam, Filocha 2010, Teaching and learning about force with a representational focus : pedagogy and teacher change, Research in science education, vol. 40, no. 1, pp. 5-28, doi: 10.1007/s11165-009-9154-9.

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Title Teaching and learning about force with a representational focus : pedagogy and teacher change
Author(s) Hubber, PeterORCID iD for Hubber, Peter orcid.org/0000-0003-1780-9562
Tytler, RussellORCID iD for Tytler, Russell orcid.org/0000-0003-0161-7240
Haslam, Filocha
Journal name Research in science education
Volume number 40
Issue number 1
Start page 5
End page 28
Total pages 24
Publisher Springer
Place of publication Amsterdam, The Netherlands
Publication date 2010-01-21
ISSN 0157-244X
Keyword(s) representations
science teaching and learning
teacher change
middle school students
Summary A large body 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 language, 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 conceptual difficulties with the concept of force are fundamentally representational in nature. This paper describes a classroom sequence in force that focuses on representations and their negotiation, and reports on the effectiveness of this perspective in guiding teaching, and in providing insight into student learning. Classroom sequences involving three teachers were videotaped using a combined focus on the teacher and groups of students. Video analysis software was used to capture the variety of representations used, and sequences of representational negotiation. Stimulated recall interviews were conducted with teachers and students. The paper reports on the nature of the pedagogies developed as part of this representational focus, its effectiveness in supporting student learning, and on the pedagogical and epistemological challenges negotiated by teachers in implementing this approach.
Language eng
DOI 10.1007/s11165-009-9154-9
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2010, Springer Science+Business Media B.V.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30030936

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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