Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change

By P. Hubber, Russell Tytler, Filocha Haslam. 2010

238 citations recorded by the source corpus.

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An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education (2014, methodology): “Following Hubber et al. (2010), we next analyze how the dynamic transformations in the students’ representations corresponded with the teaching and learning sequences.”
Drawing to reason and learn in science (2020, background): “In representation-focused guided inquiry approaches (Hubber et al., 2010), variation in student representations becomes highly valued by the teacher who can use them with students to establish productive ways forward to construct representations consistent with scientific perspectives (Lehrer &…”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “Researchers exploring student agency share the perspective that although it is important that students learn representational conventions, it is even more important that students have opportunities to consider how and why those conventions came to be (e.g. Brooks, 2009; Hubber et al., 2010).”
Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012, background): “Our research in this area has also indicated that this focus on student-generated representations makes significant demands on teachers’ conceptual understandings and classroom time (Hubber, Tytler, & Haslam, 2010 ).”