An Explicit Representational Focus for Teaching and Learning about Animals in the Environment

Autor/inn/en	Tytler, Russell; Haslam, Filocha; Prain, Vaughan; Hubber, Peter
Titel	An Explicit Representational Focus for Teaching and Learning about Animals in the Environment
Quelle	In: Teaching Science, 55 (2009) 4, S.21-27 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Classroom Techniques; Learning Theories; Discourse Communities; Class Activities; Learning Activities; Teaching Methods; Animals; Science Instruction; Social Influences; Cultural Influences; Inquiry; Foreign Countries; Elementary School Science; Grade 5; Grade 6; Ecology; Video Technology; Observation; Environmental Education; Australia + Suchen Sie Ihr Suchwort? Klassenführung; Learning theory; Lerntheorie; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Animal; Tier; Tiere; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sozialer Einfluss; Cultural influence; Kultureinfluss; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Ökologie; Beobachtung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Australien
Abstract	There has been growing interest in linking the learning of Science with the literacies of Science and representations. Recent attention has been focused on learning theories that emphasise the socio-cultural and situated aspects of learning, and in particular the notion of learning as participation in a discourse community. This paper will describe a learning sequence planned with Year 5/6 teachers to study invertebrates in the schoolground environment, but with an additional focus in which students generated and negotiated representations, and discussed the adequacy of these. The paper will present data from video capture of classroom activities, students' work samples, and pre- and post-unit testing, to explore what a representational focus might entail in teaching science, and the role of representations in learning, reasoning and exploring in science. (Contains 1 table and 8 figures.) (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10