Titel på prisföreläsningen:Learning science through constructing representations
Abstract:
This seminar will describe research across a succession of projects, exploring the role of representations and particularly representation construction in quality learning in science. I will describe the process of development of a guided inquiry approach based on the insight that conceptual learning occurs through a process of induction into disciplinary specific representational practices. I will use the construct of ‘affordance’ to argue that the approach represents an alignment between the epistemic practices of science and classroom epistemic processes. The challenges for teachers in adopting the approach will be explored, and a current project aimed at developing a digital pedagogy based on theseprinciples described. Currently, we are investigating in detail the affordances of this particular mode of inquiry, using multi track video recording of groups engaging with representational challenges. I will outline plans for tackling the methodological challenges of extending these findings into neuroscienceresearch, as part of a larger program aimed at exploring alignments betweensociocultural and neuroscience perspectives on learning.
Professor Russell Tytler tilldelas Svend Pedersen Lecture Award för år 2014 med följande motivering:
Professor Russell Tytler is an internationally recognized science education researcher. With a background as a secondary science teacher, Professor Tytler’s research shows a deep engagement with the teacher profession and a care for the student. In his work he has managed to show how teacher professional development successfully can draw on educational research. His studies and curriculum reform work is in the forefront, modelling teaching and learning in new ways to support teachers’ daily work together with their students. His research spans from interviews with students of their experiences to classroom studies of how various representations can sustain the progression and interest of students. Professor Tytler has a long history of collaboration with Swedish colleagues, and his work has been a continual inspiration for research and teacher education at the Department of Mathematics and Science Education at Stockholm University.
