A representation-intensive signature pedagogy for school science? Tytler, Russell and Hubber, Peter 2010, A representation-intensive signature pedagogy for school science?, in AARE 2010 : Proceedings of the 2010 Australian Association for Research in Education Conference, Australian Association for Research in Education, Coldstream, Vic., pp. 1-16. Attached Files Name Description MIMEType Size Downloads hubber-representationintensive-2010.pdf Published version application/pdf 368.48KB 215 Title A representation-intensive signature pedagogy for school science? Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 Hubber, Peter orcid.org/0000-0003-1780-9562 Conference name Australian Association for Research in Education. Conference (2010 : Melbourne, Victoria) Conference location Melbourne, Vic. Conference dates 28 Nov.-2 Dec. 2010 Title of proceedings AARE 2010 : Proceedings of the 2010 Australian Association for Research in Education Conference Editor(s) Howard, Sarah Publication date 2010 Conference series Australian Association for Research in Education Conference Start page 1 End page 16 Total pages 16 Publisher Australian Association for Research in Education Place of publication Coldstream, Vic. Keyword(s) signature pedagogies Shulman professional learning Summary In this paper we examine Shulman’s notion of signature pedagogies for its usefulness extended to school science. We argue that school science is in an important sense an apprenticeship, and that calls for reform in school science are compatible with Shulman’s practice-based vision of professional learning. Two case studies of teaching and learning will be presented based on research in primary and secondary schools that involved working closely with teachers to develop and validate involving a representation-intensive pedagogy that lays claim to bringing school science closer to the knowledge building practices of science. Video images of classrooms, interviews with students and teachers, and documentation of students’ work, were used to construct insights into the teaching and learning process. It is argued that Shulman’s notion of professional practice as involving apprenticeships of knowledge, practice and identity provides a useful lens through which to view this innovation. Shulman’s characterisation of signature pedagogy is used to identify key features of the approach. Notes Reproduced with the kind permission of the copyright owner. ISSN 1324-9320 Language eng Field of Research 139999 Education not elsewhere classified Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category E2.1 Full written paper - non-refereed / Abstract reviewed Copyright notice ©2010, AARE Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30045213 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, 12:34:39 EST Wed, 06 Jun 2012, 10:25:49 EST Wed, 06 Jun 2012, 15:13:12 EST Tue, 06 Sep 2016, 18:59:46 EST Tue, 05 Dec 2017, 12:32:48 EST Fri, 07 Sep 2018, 15:57:57 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 209 Abstract Views, 215 File Downloads  -  Detailed Statistics Created: Mon, 14 May 2012, 12:34:39 EST