Constructing representations to learn in science:
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Rotterdam
SensePublishers
c2013
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Representing and Learning in Science - Vaughan Prain, Russell Tytler -- - Teachers' Initial Response to a Representational Focus - Bruce Waldrip, Vaughan Prain -- - A Representation Construction Approach - Russell Tytler, Peter Hubber, Vaughan Prain -- - Structuring Learning Sequences - Russell Tytler, Peter Hubber, Vaughan Prain -- - Learning through the Affordances of Representation Construction - Vaughan Prain, Russell Tytler -- - Reasoning in Science through Representation - Russell Tytler, Vaughan Prain, Peter Hubber -- - Models and Learning Science - Peter Hubber, Russell Tytler -- - Teacher Perspectives of a Representation Construction Approach to Teaching Science - Peter Hubber -- - Assessment - Bruce Waldrip, Peter Hubber, Vaughan Prain -- - The Nature of Student Learning and Knowing in Science - Russell Tytler, Vaughan Prain -- - Implications for the Future - Vaughan Prain, Russell Tytler, Peter Hubber -- - Representations and Models - John K. Gilbert Includes bibliographical references 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 |
| Beschreibung: | 1 Online-Ressource |
| ISBN: | 9462092036 9789462092013 9789462092020 9789462092037 |
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| 500 | |a Includes bibliographical references | ||
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Datensatz im Suchindex
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| dewey-ones | 507 - Education, research, related topics |
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| indexdate | 2024-07-10T07:18:03Z |
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| isbn | 9462092036 9789462092013 9789462092020 9789462092037 |
| language | English |
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| spelling | Constructing representations to learn in science edited by Russell Tytler, Vaughan Prain, Peter Hubber, Bruce Waldrip Rotterdam SensePublishers c2013 1 Online-Ressource txt rdacontent c rdamedia cr rdacarrier Representing and Learning in Science - Vaughan Prain, Russell Tytler -- - Teachers' Initial Response to a Representational Focus - Bruce Waldrip, Vaughan Prain -- - A Representation Construction Approach - Russell Tytler, Peter Hubber, Vaughan Prain -- - Structuring Learning Sequences - Russell Tytler, Peter Hubber, Vaughan Prain -- - Learning through the Affordances of Representation Construction - Vaughan Prain, Russell Tytler -- - Reasoning in Science through Representation - Russell Tytler, Vaughan Prain, Peter Hubber -- - Models and Learning Science - Peter Hubber, Russell Tytler -- - Teacher Perspectives of a Representation Construction Approach to Teaching Science - Peter Hubber -- - Assessment - Bruce Waldrip, Peter Hubber, Vaughan Prain -- - The Nature of Student Learning and Knowing in Science - Russell Tytler, Vaughan Prain -- - Implications for the Future - Vaughan Prain, Russell Tytler, Peter Hubber -- - Representations and Models - John K. Gilbert Includes bibliographical references 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 SCIENCE / Study & Teaching bisacsh Science / Study and teaching fast Droit eclas Sciences sociales eclas Sciences humaines eclas Naturwissenschaft Science Study and teaching Wissenschaft (DE-588)4066562-8 gnd rswk-swf Lerntechnik (DE-588)4074168-0 gnd rswk-swf Student (DE-588)4058167-6 gnd rswk-swf Student (DE-588)4058167-6 s Wissenschaft (DE-588)4066562-8 s Lerntechnik (DE-588)4074168-0 s 1\p DE-604 Tytler, Russell Sonstige oth http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=578379 Aggregator Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Constructing representations to learn in science SCIENCE / Study & Teaching bisacsh Science / Study and teaching fast Droit eclas Sciences sociales eclas Sciences humaines eclas Naturwissenschaft Science Study and teaching Wissenschaft (DE-588)4066562-8 gnd Lerntechnik (DE-588)4074168-0 gnd Student (DE-588)4058167-6 gnd |
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| title | Constructing representations to learn in science |
| title_auth | Constructing representations to learn in science |
| title_exact_search | Constructing representations to learn in science |
| title_full | Constructing representations to learn in science edited by Russell Tytler, Vaughan Prain, Peter Hubber, Bruce Waldrip |
| title_fullStr | Constructing representations to learn in science edited by Russell Tytler, Vaughan Prain, Peter Hubber, Bruce Waldrip |
| title_full_unstemmed | Constructing representations to learn in science edited by Russell Tytler, Vaughan Prain, Peter Hubber, Bruce Waldrip |
| title_short | Constructing representations to learn in science |
| title_sort | constructing representations to learn in science |
| topic | SCIENCE / Study & Teaching bisacsh Science / Study and teaching fast Droit eclas Sciences sociales eclas Sciences humaines eclas Naturwissenschaft Science Study and teaching Wissenschaft (DE-588)4066562-8 gnd Lerntechnik (DE-588)4074168-0 gnd Student (DE-588)4058167-6 gnd |
| topic_facet | SCIENCE / Study & Teaching Science / Study and teaching Droit Sciences sociales Sciences humaines Naturwissenschaft Science Study and teaching Wissenschaft Lerntechnik Student |
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