Constructing Representations to Learn in Science

Editors: Tytler, R., Prain, V., Hubber, P., Waldrip, B. (Eds.)

  • The volume advances an evidence based case for a guided inquiry pedagogy focused on representation construction that is practical, effective, and aligned with current perspectives on learning in science as induction into scientific literacy practices. The approach reinterprets ‘inquiry’ to align school science more authentically with scientific knowledge building practices.

Buy this book

eBook $49.99
price for USA (gross)
  • ISBN 978-94-6209-203-7
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
About this book

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.

Table of contents (12 chapters)

  • Representing and Learning in Science

    Prain, Vaughan (et al.)

    Pages 1-14

  • Teachers’ Initial Response to a Representational Focus

    Waldrip, Bruce (et al.)

    Pages 15-30

  • A Representation Construction Approach

    Tytler, Russell (et al.)

    Pages 31-50

  • Structuring Learning Sequences

    Tytler, Russell (et al.)

    Pages 51-65

  • Learning through the Affordances of Representation Construction

    Prain, Vaughan (et al.)

    Pages 67-82

Buy this book

eBook $49.99
price for USA (gross)
  • ISBN 978-94-6209-203-7
  • Digitally watermarked, DRM-free
  • Included format: PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Loading...

Recommended for you

Loading...

Bibliographic Information

Bibliographic Information
Book Title
Constructing Representations to Learn in Science
Editors
  • Russell Tytler
  • Vaughan Prain
  • Peter Hubber
  • Bruce Waldrip
Copyright
2013
Publisher
Sense Publishers
Copyright Holder
SensePublishers
eBook ISBN
978-94-6209-203-7
DOI
10.1007/978-94-6209-203-7
Edition Number
1
Number of Pages
VIII, 210
Topics