Using Representations for Teaching and Learning in Science

By Jim Carolan, Vaughan Prain, B. Waldrip. 2008

73 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/070f5b44b289c5880368e0b1c26c25b3bd97962f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Christine D. Tippett
2. Russell Tytler
3. P. Hubber
4. Filocha Haslam
5. Vaughan Prain
6. Kok‐Sing Tang

Citations in the corpus

• Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change (2010, methodology): “The contention of theorists in the discursive and sociocultural traditions (Carolan et al. 2008; Cox 1999; Greeno and Hall 1997) that student learning about science is best supported by a focus on the active generation of representations rather than the identification of representational characteris”
• What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, methodology): “A second framework, the Identify-Focus-Sequence-Ongoing Assessment (IF-SO) framework, was developed around classroom use of representations and emphasised pedagogy (Carolan et al., 2008).”