Titlebook: Constructing Representations to Learn in Science; Russell Tytler,Vaughan Prain,Bruce Waldrip Book 2013 SensePublishers 2013 inquiry scienc

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Implications for the Future,In this chapter we review the main themes that have driven previous chapters in the book, concerning the nature of the representation construction pedagogy, the theoretical underpinnings of the approach, and what RILS has achieved concerning student and teacher learning.

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Representations and Models,In this book we argue for an approach to representational work in school science learning and teaching that engages participants, is epistemologically sound, aligns with knowledge-building practices in the discipline, and draws on extensive classroom study.

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Structuring Learning Sequences,uction into a set of subject specific disciplinary literacies. Further to this, we have argued that a guided inquiry approach based on the principle of student representation construction provides a powerful response to the problems identified in the literature concerning student learning of key science concepts.

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Russell Tytler,Vaughan Prain,Bruce WaldripThe volume advances an evidence based case for a guided inquiry pedagogy focused on representation construction that is practical, effective, and aligned with current perspectives on learning in scien

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Dynamik mittelständischer Unternehmeneachers’ beliefs and practices around this aspect of science teaching and learning. We knew that teachers routinely incorporated different representational modes in science topics to motivate students and also expected students to describe, measure, and report findings from inquiries using appropria

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Dynamik mittelständischer Unternehmeneachers’ beliefs and practices around this aspect of science teaching and learning. We knew that teachers routinely incorporated different representational modes in science topics to motivate students and also expected students to describe, measure, and report findings from inquiries using appropriate scientific language or discourse.

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