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Representing and learning in science
chapter
posted on 2013-02-01, 00:00 authored by Vaughan PrainVaughan Prain, Russell TytlerRussell TytlerIn this book we argue for an approach to representational work in school science learning and teaching that engages participants, is epistemologically sound, aligns with knowledge-building practices in the discipline, and draws on extensive classroom study. We review in this chapter current research agendas around student representational work in science learning, including the assumptions, rationale and research practices of these agendas. We do this (a) to clarify precisely what we see as the diversity of current mainstream thinking and practices around representational activity, and (b) to articulate what is distinctive about our own contribution, noting the traditions, influences and prior research we draw on. We begin by noting the current dominant role of image generation and analysis in much contemporary science, and its implications for science in schools.
History
Title of book
Constructing Representations to Learn in ScienceChapter number
1Pagination
1 - 14Publisher
Sense PublishersPlace of publication
Rotterdam, The NetherlandsPublisher DOI
ISBN-13
9789462092037Language
engPublication classification
B1 Book chapter; B Book chapterCopyright notice
2013, Sense PublishersExtent
12Editor/Contributor(s)
R Tytler, V Prain, P Hubber, B WaldripUsage metrics
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