The nature of student learning and knowing in science

As outlined in previous chapters, the representation construction approach is&nbsp;underpinned by sociocultural, pragmatist, semiotic perspectives on learning and&nbsp;knowing. In this chapter we will:a. review how each of these perspectives relate to this pedagogy, illustrating with the animals in the school-ground classroom sequence,b. explore how this classroom practice relates to practice in science itselfc. discuss how the pedagogy promotes understandings of the nature of science, andd. clarify the nature of quality learning, and knowledge, from this perspective.<br /

Learning through the affordances of representation construction

In this chapter we draw upon several theoretical perspectives and past research into language and learning in science, to develop a framework to characterize how and why student engagement in representation construction practices supports learning in science

A framework for re-thinking learning in science from recent cognitive science perspectives

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices and narrative-based representation rather than learners&rsquo; cognitive constructs. In this paper we analyze data from a longitudinal study of primary school children&rsquo;s learning to outline a framework based on these contemporary accounts, and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students&rsquo; representational resources.<br /

Learning through constructing representations in science : a framework of representational construction affordances

Compared with research on the role of student engagement with expert representations in learning science, investigation of the use and theoretical justification of student-generated representations to learn science is less common. In this paper, we present a framework that aims to integrate three perspectives to explain how and why representational construction supports learning in science. The first or semiotic perspective focuses on student use of particular features of symbolic and material tools to make meanings in science. The second or epistemic perspective focuses on how this representational construction relates to the broader picture of knowledge-building practices of inquiry in this disciplinary field, and the third or epistemological perspective focuses on how and what students can know through engaging in the challenge of representing causal accounts through these semiotic tools. We argue that each perspective entails productive constraints on students&rsquo; meaning-making as they construct and interpret their own representations. Our framework seeks to take into account the interplay of diverse cultural and cognitive resources students use in these meaning-making processes. We outline the basis for this framework before illustrating its explanatory value through a sequence of lessons on the topic of evaporation.<br /

Primary Connections: Reforming science teaching in Australian primary schools

Concerns about the status and quality of science teaching in Australian primary schools led the Australian Academy of Science to develop Primary Connections over 2004-8 with funding from DEST and the support of states and territories. Primary Connections is a teacher professional learning program supported with curriculum resources that aims to enhance learning outcomes in science and the literacies of science by supporting both inservice and preservice primary teachers to teach science effectively. Primary Connections is a systematic, widespread and innovative reform that complements programs within states and territories. The program is based on an innovative teaching and learning approach that links science with literacy, uses cooperative learning, embeds assessment with teaching and learning, and follows an inquiry process including student-planned investigations. Research has demonstrated that the program improves teachers\u27 confidence, self-efficacy and practice, students\u27 learning, and the status of science within schools