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An explicit representational focus for teaching and learning about animals in the environment
journal contribution
posted on 2009-12-01, 00:00 authored by Russell TytlerRussell Tytler, F Haslam, Vaughan PrainVaughan Prain, Peter HubberThere has been growing interest in linking the learning of Science with the literacies of Science and representations. Recent attention has been focused on learning theories that emphasise the socio-cultural and situated aspects of learning, and in particular the notion of learning as participation in a discourse community. This paper will describe a learning sequence planned wilh Year 5/6 teachers to study invertebrates in the schoolground environment, but with an additional focus in which students generated and negotiated representations, and discussed the adequacy of these. The paper will present data from video capture of classroom activities, students' work samples, and pre- and post-unit testing, to explore what a representational focus might entail in teaching science, and the role of representations in learning, reasoning and exploring in science.
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Journal
Teaching ScienceVolume
55Issue
4Pagination
21 - 27Publisher
Australian Science Teachers AssociationLocation
Canberra, ACTISSN
1449-6313eISSN
1839-2946Language
engPublication classification
C1 Refereed article in a scholarly journalUsage metrics
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