Learning science through engaging with its epistemic representational practices Tytler, Russell, Hubber, Peter, Johansson, Annie Maj, Wickman, Per-Olof, Prain, Vaughan, Carolan, Jim, Waldrip, Bruce and Duschl, Richard 2011, Learning science through engaging with its epistemic representational practices, in ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship, European Science Education Research Association, [Lyon, France], pp. 1-15. Attached Files Name Description MIMEType Size Downloads tytler-learningscience-2011.pdf Published version application/pdf 199.55KB 308 Title Learning science through engaging with its epistemic representational practices Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Hubber, Peter orcid.org/0000-0003-1780-9562 Johansson, Annie Maj Wickman, Per-Olof Prain, Vaughan orcid.org/0000-0001-5832-4727 Carolan, Jim Waldrip, Bruce Duschl, Richard Conference name European Science Education Research Association Biannual Conference (9th : 2011 : Lyon, France) Conference location Lyon, France Conference dates 5 - 9 Sep. 2011 Title of proceedings ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship Editor(s) Bruguière, Catherine Tiberghien, Andrée Clément, Pierre Publication date 2011 Conference series European Science Education Research Association Biannual Conference Start page 1 End page 15 Total pages 15 Publisher European Science Education Research Association Place of publication [Lyon, France] Keyword(s) Student learning in science representation pragmatism socio-cultural perspectives epistemic Summary This group of papers explores the development of student understanding and application of the discursive tools of science to reason in this subject, as the basis for classroom practices that parallel scientists’ knowledge production practices. We explore how this account of the disciplinary literacies of science can be enabled through effective pedagogies. The papers draw on research from Australia and Sweden that have overlapping agendas and theoretical perspectives including pragmatism (Peirce 1931-58; Dewey 1938/1997), social semiotics (Kress et al. 2001) and socio-cultural perspectives on language and learning (Lemke, 2004). The papers examine the role of language/multimodal representations in generating knowledge claims in science classrooms, the classroom epistemologies that support learning, and assessment practices from this perspective. A large body of conceptual change research has identified trenchant problems in conceptual learning in science, spawning long-standing and ongoing programs to identify pedagogies to address this. By redefining the problem in terms of language and representation, we aim to offer a way forward to support student engagement and learning in science. Language eng Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category E1 Full written paper - refereed Copyright notice ©2011, The Authors Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30044950 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Tue, 01 May 2012, 14:47:33 EST Tue, 01 May 2012, 14:51:10 EST Mon, 07 May 2012, 15:57:38 EST Tue, 08 May 2012, 11:37:43 EST Tue, 08 May 2012, 11:38:27 EST Tue, 08 May 2012, 11:39:51 EST Tue, 26 Jun 2012, 10:37:47 EST Wed, 20 Nov 2013, 11:41:53 EST Tue, 05 Dec 2017, 12:32:17 EST Fri, 07 Sep 2018, 15:56:28 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 963 Abstract Views, 309 File Downloads  -  Detailed Statistics Created: Tue, 01 May 2012, 14:47:17 EST by Kylie Koulkoudinas