Abstract
In focusing on the role of representation in learning science, our early studies (2004–2007) sought to identify primary and junior secondary science teachers’ 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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Waldrip, B., Prain, V. (2013). Teachers’ Initial Response to a Representational Focus. In: Tytler, R., Prain, V., Hubber, P., Waldrip, B. (eds) Constructing Representations to Learn in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-203-7_2
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DOI: https://doi.org/10.1007/978-94-6209-203-7_2
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-203-7
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