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003			BD-SySUS
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008			130420s2013 ne | s |||| 0|eng d
020			_a9789462092037 _9978-94-6209-203-7
024	7		_a10.1007/978-94-6209-203-7 _2doi
050		4	_aL1-991
072		7	_aJN _2bicssc
072		7	_aEDU000000 _2bisacsh
082	0	4	_a370 _223
245	1	0	_aConstructing Representations to Learn in Science _h[electronic resource] / _cedited by Russell Tytler, Vaughan Prain, Peter Hubber, Bruce Waldrip.
264		1	_aRotterdam : _bSensePublishers : _bImprint: SensePublishers, _c2013.
300			_aVIII, 210 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
520			_aConstructing 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.
650		0	_aEducation.
650	1	4	_aEducation.
650	2	4	_aEducation, general.
700	1		_aTytler, Russell. _eeditor.
700	1		_aPrain, Vaughan. _eeditor.
700	1		_aHubber, Peter. _eeditor.
700	1		_aWaldrip, Bruce. _eeditor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-6209-203-7
912			_aZDB-2-SHU
942			_2Dewey Decimal Classification _ceBooks
999			_c49030 _d49030