This chapter describes a successful research-developed representation construction approach to teaching and learning that links student learning and engagement with the epistemic practices of science. This approach involves challenging students to generate and negotiate the representations (text, graphs, models, diagrams) that constitute the discursive practices of science, rather than focusing on the text-based, definitional versions of concepts. The representation construction approach is based on sequences of representational challenges that involve students constructing representations to actively explore and make claims about phenomena. The key principles of the representation construction approach, considered a form of directed inquiry, are outlined with illustrations from case studies of whole topics in forces and astronomy within several middle-years’ science classrooms. This chapter also outlines the manner in which the representation construction approach has been translated into wider scale implementation through a large-scale Professional Development (PD) workshop program. Issues associated with wider scale implementation of the approach are discussed.
Hubber, P.J. (2014), "Representation Construction: A Directed Inquiry Pedagogy for Science Education", Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 1), Emerald Group Publishing Limited, Bingley, pp. 201-221. https://doi.org/10.1108/S2055-364120140000001011
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