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Using representations for teaching and learning in science


Carolan, J and Prain, V and Waldrip, BG, Using representations for teaching and learning in science, Teaching Science, 54, (1) pp. 18-23. ISSN 1449-6313 (2008) [Refereed Article]

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Copyright 2008 Australian Science Teachers Association

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There is now broad agreement that learners in primary and secondary school science need to know how to interpret and construct subject-specific ways of representing science activity and knowledge. There is also growing recognition that students are more motivated and learn more when they have opportunities to refine understandings through revising representations. Drawing on various theoretical perspectives and research studies into the implementation of this approach in classrooms across diverse topics, we propose a framework of pedagogical principles to gUide teacher use of this representational focus to enhance learning.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education systems
Research Field:Primary education
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Waldrip, BG (Professor Bruce Waldrip)
ID Code:95159
Year Published:2008
Deposited By:Education
Deposited On:2014-09-25
Last Modified:2014-12-21

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