Constructing Representations to Learn in Science / edited by Russell Tytler, Vaughan Prain, Peter Hubber, Bruce Waldrip.

Format:

Book

Contributor:

Tytler, Russell.

Series:

Other Books

Language:

English

Subjects (All):

Education.

Local Subjects:

Education.

Physical Description:

1 online resource (212 p.)

Edition:

1st ed. 2013.

Place of Publication:

Rotterdam : SensePublishers : Imprint: SensePublishers, 2013.

Language Note:

English

Summary:

Constructing Representations to Learn in Science Current research into student learning in science has shifted attention from the traditional cognitivist perspectives of conceptual change to socio-cultural and semiotic perspectives that characterize learning in terms of induction into disciplinary literacy practices. This book builds on recent interest in the role of representations in learning to argue for a pedagogical practice based on students actively generating and exploring representations. The book describes a sustained inquiry in which the authors worked with primary and secondary teachers of science, on key topics identified as problematic in the research literature. Data from classroom video, teacher interviews and student artifacts were used to develop and validate a set of pedagogical principles and explore student learning and teacher change issues. The authors argue the theoretical and practical case for a representational focus. The pedagogical approach is illustrated and explored in terms of the role of representation to support quality student learning in science. Separate chapters address the implications of this perspective and practice for structuring sequences around different concepts, reasoning and inquiry in science, models and model based reasoning, the nature of concepts and learning, teacher change, and assessment. The authors argue that this representational focus leads to significantly enhanced student learning, and has the effect of offering new and productive perspectives and approaches for a number of contemporary strands of thinking in science education including conceptual change, inquiry, scientific literacy, and a focus on the epistemic nature of science.

Contents:

Preliminary Material / Russell Tytler , Vaughan Prain , Peter Hubber and Bruce Waldrip

Representing and Learning in Science / Vaughan Prain and Russell Tytler

Teachers’ Initial Response to a Representational Focus / Bruce Waldrip and Vaughan Prain

A Representation Construction Approach / Russell Tytler , Peter Hubber , Vaughan Prain and Bruce Waldrip

Structuring Learning Sequences / Russell Tytler , Peter Hubber and Vaughan Prain

Learning Through the Affordances of Representation Construction / Vaughan Prain and Russell Tytler

Reasoning in Science through Representation / Russell Tytler , Vaughan Prain , Peter Hubber and Filocha Haslam

Models and Learning Science / Peter Hubber and Russell Tytler

Teacher Perspectives of a Representation Construction Approach to Teaching Science / Peter Hubber

Assessment / Bruce Waldrip , Peter Hubber and Vaughan Prain

The Nature of Student Learning and Knowing in Science / Russell Tytler and Vaughan Prain

Implications for the Future / Vaughan Prain , Russell Tytler , Peter Hubber and Bruce Waldrip

Representations and Models / John K. Gilbert

References / Russell Tytler , Vaughan Prain , Peter Hubber and Bruce Waldrip.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

Description based on publisher supplied metadata and other sources.

ISBN:

9789462092020

9462092028

9789462092037

9462092036

OCLC:

840802653