Constructing Representations to Learn in Science by Russell Tytler, Vaughan Prain, Peter Hubber

By Russell Tytler, Vaughan Prain, Peter Hubber

Present learn into scholar studying in technology has shifted recognition from the normal cognitivist views of conceptual swap to socio-cultural and semiotic views that represent studying when it comes to induction into disciplinary literacy practices. This ebook builds on fresh curiosity within the function of representations in studying to argue for a pedagogical perform in keeping with scholars actively producing and exploring representations. The booklet describes a sustained inquiry during which the authors labored with fundamental and secondary academics of technology, on key subject matters identifi ed as complicated within the learn literature. information from lecture room video, instructor interviews and scholar artifacts have been used to improve and validate a collection of pedagogical ideas and discover pupil studying and instructor switch matters. The authors argue the theoretical and sensible case for a representational concentration. The pedagogical procedure is illustrated and explored by way of the position of illustration to aid caliber pupil studying in technological know-how. Separate chapters tackle the consequences of this attitude and perform for structuring sequences round assorted options, reasoning and inquiry in technological know-how, versions and version established reasoning, the character of innovations and studying, instructor switch, and review. The authors argue that this representational concentration results in considerably better pupil studying, and has the impact of delivering new and efficient views and techniques for a couple of modern strands of considering in technological know-how schooling together with conceptual swap, inquiry, scientifi c literacy, and a spotlight at the epistemic nature of technology.

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She felt that there was a real need for students to understand the form and function of representations; and 24 TEACHERS’ INITIAL RESPONSE TO A REPRESENTATIONAL FOCUS • The teacher monitored the impact of a representational approach because it produced a more fine-grained analysis of student learning than did the current testing regime. DISCUSSION Analyses of the case studies suggest that the teachers had shared perceptions of the challenges, benefits and conditions for effective implementation of a representation construction approach to teaching.

Activity sequences need to focus on meaningful learning through taking into account students interests, values and aesthetic preferences, and personal histories. S: student perceptions. Activity sequences need to have a strong perceptual context to allow students to use perceptual clues to make connections between aspects of the objects and their representation. O: Ongoing assessment. Teachers should view representational work by students, including verbal accounts of the topic, as a valuable window into students’ thinking and evidence of learning.

Case Three: States of Matter (Bob) This secondary unit (lower secondary students) spanned approximately eleven lessons (Waldrip, Prain & Carolan, 2010). Bob’s goal for the unit was for students to understand key concepts about the particulate nature of matter in relation to real world physical phenomena. The unit began with a formative assessment of student understanding of the basis of different states. Bob posed the question of what the bubbles in boiling water contain. He provided them with a worksheet prompting them to ‘show the smallest parts of water’ and ‘show the smallest parts of the bubbles in boiling water’.

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