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

By Russell Tytler, Vaughan Prain, Peter Hubber

Present learn into pupil studying in technology has shifted realization from the normal cognitivist views of conceptual switch to socio-cultural and semiotic views that represent studying when it comes to induction into disciplinary literacy practices. This e-book builds on contemporary curiosity within the position of representations in studying to argue for a pedagogical perform in keeping with scholars actively producing and exploring representations. The e-book describes a sustained inquiry within which the authors labored with fundamental and secondary academics of technology, on key subject matters identifi ed as not easy within the study literature. facts from school room video, instructor interviews and scholar artifacts have been used to increase and validate a suite of pedagogical ideas and discover scholar studying and instructor swap matters. The authors argue the theoretical and functional case for a representational concentration. The pedagogical process is illustrated and explored by way of the position of illustration to aid caliber scholar studying in technology. Separate chapters deal with the consequences of this attitude and perform for structuring sequences round assorted strategies, reasoning and inquiry in technology, versions and version established reasoning, the character of suggestions and studying, instructor swap, and evaluation. The authors argue that this representational concentration ends up in considerably more suitable scholar studying, and has the impression of providing new and effective views and techniques for a couple of modern strands of pondering in technology schooling together with conceptual swap, inquiry, scientifi c literacy, and attention at the epistemic nature of technology.

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7. Representations of materials as combinations of solid, liquid and gas. Here, as with the forces unit, one can see the response of students to a representational need and the richness of discussion in the public space of the classroom. The agency granted to students is also apparent. ” In a sequence of representational challenges intended to move students to an alignment of particle ideas with macroscopic properties of materials, students drew imagined particle arrangements to explain the property.

Concepts about gravity, weight and mass formed the focus of the next stage in the teaching sequence. Students’ ideas about these concepts were elicited through a questionnaire, and the responses helped shape the sequence. Several modes of representations formed the structure of the challenge activities. These included: • Role-plays with a Swiss ball representing Earth and a soccer ball representing the Moon, and a toy bear simulating the gravitational effects on a person on earth, and on the Moon.

34 A REPRESENTATION CONSTRUCTION APPROACH 2. Representations are explicitly discussed: The teacher plays multiple roles, scaffolding the discussion to critique and support student representation construction in a shared classroom process. Features of this metarepresentational discussion include: a. The selective purpose of any representation: Students need to understand that multiple representations are needed to work with aspects of a concept. b. Group agreement on generative representations: Students critique representations for their clarity, comprehensiveness and explanatory persuasiveness to aim at a resolution, in a guided process.

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