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Learning science through engaging with its epistemic representational practices

Citation

Tytler, R and Hubber, P and Johansson, A and Wickman, P and Prain, V and Carolan, J and Waldrip, B and Duschl, R, Learning science through engaging with its epistemic representational practices, eBook proceedings of the ESRA 2011 Conference: Science Learning and Citizenship, 5-9 September 2011, Lyon, France, pp. 203-217. ISBN 978-9963-700-44-8 (2012) [Refereed Conference Paper]


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Copyright 2011 the Authors

Official URL: http://www.europeansurveyresearch.org/conferences/...

Abstract

This group of papers explores the development of student understanding and application of the discursive tools of science to reason in this subject, as the basis for classroom practices that parallel scientistsí knowledge production practices. We explore how this account of the disciplinary literacies of science can be enabled through effective pedagogies. The papers draw on research from Australia and Sweden that have overlapping agendas and theoretical perspectives including pragmatism (Peirce 1931-58; Dewey 1938/1997), social semiotics (Kress et al. 2001) and socio-cultural perspectives on language and learning (Lemke, 2004). The papers examine the role of language/multimodal representations in generating knowledge claims in science classrooms, the classroom epistemologies that support learning, and assessment practices from this perspective. A large body of conceptual change research has identified trenchant problems in conceptual learning in science, spawning long-standing and ongoing programs to identify pedagogies to address this. By redefining the problem in terms of language and representation, we aim to offer a way forward to support student engagement and learning in science

Item Details

Item Type:Refereed Conference Paper
Keywords:Student learning in science, representation, pragmatism, socio-cultural perspectives, epistemic
Research Division:Education
Research Group:Education Systems
Research Field:Primary Education (excl. Maori)
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner and Learning Processes
Author:Waldrip, B (Professor Bruce Waldrip)
ID Code:95169
Year Published:2012
Deposited By:Education
Deposited On:2014-09-26
Last Modified:2014-11-26
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