Empowering teachers through a professional learning program that focused on a representation intensive pedagogical approach Hubber, Peter and Chittleborough, Gail 2012, Empowering teachers through a professional learning program that focused on a representation intensive pedagogical approach, in NARST 2012 : Re-Imagining Research in 21st Century Science Education for a Diverse Global Community : Proceedings of the National Assocation of Research in Science Teaching annual international confence, NARST, [Indianapolis, Ind.]. Attached Files Name Description MIMEType Size Downloads hubber-empoweringteachers-2012.pdf Published version application/pdf 412.54KB 156 Title Empowering teachers through a professional learning program that focused on a representation intensive pedagogical approach Author(s) Hubber, Peter orcid.org/0000-0003-1780-9562 Chittleborough, Gail orcid.org/0000-0002-0919-1582 Conference name National Association of Research in Science Teaching Annual International Conference (2012 : Indianapolis, Ind.) Conference location Indianapolis, Ind. Conference dates 25-28 Mar. 2012 Title of proceedings NARST 2012 : Re-Imagining Research in 21st Century Science Education for a Diverse Global Community : Proceedings of the National Assocation of Research in Science Teaching annual international confence Editor(s) [Unknown] Publication date 2012 Conference series National Association of Research in Science Teaching Annual International Conference Total pages 7 Publisher NARST Place of publication [Indianapolis, Ind.] Keyword(s) representations-intensive pedagogical approach education students professional learning program Summary A representation-intensive pedagogical approach challenges students to generate and negotiate the representations (text, graphs, models, diagrams) that constitute the discursive practices of science, rather than focusing on the text-based, definitional versions of concepts. It thus represents a more active view of knowledge than traditional structural approaches. Previous research conducted on a small scale with a few topics and teachers, successfully demonstrated enhanced outcomes for students, in terms of sustained engagement with ideas, and quality learning, and for teachers enhanced pedagogical knowledge, and epistemological understanding. This paper explores the efficacy of embedding a representations-intensive pedagogical approach into a state-wide professional learning program that was delivered to secondary science teachers in Victoria, Australian, in 2010/2011. The professional learning program involved participating teachers undertaking two successive days of professional development, then completing a small classroom-based project in their schools before returning for the third day of professional development. The program was supported by on online drupal website. In determining the impact of the professional learning program on the teachers’ practice data was collected in the form of program participant surveys, presentations of the teachers’ classroom-based projects, focus group interviews and phone interviews. Notes Reproduced with the kind permission of the copyright owner. Language eng Field of Research 139999 Education not elsewhere classified Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed Copyright notice ©2012, NARST Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30045210 Document type: Conference Paper Collections: Faculty of Arts and Education School of Education Open Access Collection   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 Mon, 14 May 2012, 12:34:31 EST Fri, 18 May 2012, 11:17:02 EST Fri, 18 May 2012, 11:19:48 EST Wed, 06 Jun 2012, 15:31:30 EST Wed, 06 Jun 2012, 15:32:53 EST Tue, 28 Jan 2014, 14:51:07 EST Tue, 05 Dec 2017, 12:32:47 EST Fri, 07 Sep 2018, 15:57:49 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 189 Abstract Views, 156 File Downloads  -  Detailed Statistics Created: Mon, 14 May 2012, 12:34:31 EST