Representation and learning in science in Australasia

The World of Science Education: Handbook of Research in Australasia

Volumn , Issue , 2009, Pages 69-84

  Prain, Vaughan ^a   Waldrip, Bruce ^b  

^a LA TROBE UNIVERSITY   (Australia)

^b MONASH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79952385512     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (81)

1. Australian Academy of Science. (2007). Primary Connections. Retrieved March 15, 2007, from www.science.org.au/primaryconnections
2. Baker, R. (1999). Teachers' views: "Science in the New Zealand Curriculum" and related matters. New Zealand Science Teacher, 91, 3-17.
3. Bell, B. (2005). Learning in science: The Waikato research projects. London: Routledge Falmer.
4. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
5. Bishop, R., & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press.
6. Carolan, J., Prain, V., & Waldrip, B. (2008). Using representations for teaching and learning in science. Teaching Science, 54, 18-23.
7. Chigeza, P. (2007). Indigenous students in school science. Teaching Science, 53, 10-15.
8. Christie, F. (1989). Genres in writing. In F. Christie (Ed.), Writing in schools: Study guide. Geelong, Victoria: Deakin University Press.
9. Christie, F. (2005). Language education in the primary years. Sydney: University of New South Wales.
10. Clarke, D. (Ed.). (2001). Perspectives on practice and meaning in mathematics and science classrooms. Dordrecht, The Netherlands: Kluwer Academic Publishers.
11. Fleer, M. (1997). A cross-cultural study of rural Australian Aboriginal children's understandings of night and day. Research in Science Education, 27, 101-116.
12. Ford, M., & Forman, E. (2006). Redefining literacy learning in classroom contexts. Review of Research in Education, 30, 1-32.
13. Galbraith, D. (1999). Writing as a knowledge-constituting process. In D. Galbraith & M. Torrance (Eds.), Knowing what to write: Conceptual processes in text production (pp. 138-157). Amsterdam: Amsterdam University Press.
14. Gough, N. (2006). Shaking the tree, making a rhizome: Towards a nomadic geophilosophy of science education. Educational Philosophy and Theory, 38, 625-645.
15. Gunel, M., Hand, B., & Prain, V. (2007). Writing for learning in science: A secondary analysis of six studies. International Journal for Mathematics and Science Education, 5, 615-637.
16. Gunstone, R. (1995). Constructivist learning and the teaching of science. In B. Hand & V. Prain (Eds.), Teaching and learning in science: The constructivist classroom. Sydney: Harcourt Brace.
17. Hackling, M., & Prain, V. (2005). Primary connections. Stage 2 trial: Research report. Australian Academy of Science.
18. Halliday, M. (1961). Categories of the theory of grammar. Word, 17, 242-292.
19. Halliday, M. (1973). Explorations in the functions of language. London: Edward Arnold.
20. Halliday, M. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold.
21. Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power. London: Falmer Press.
22. Hand, B., & Keys, C. (1999). Inquiry investigation. The Science Teacher, 66, 27-29.
23. Hand, B., & Prain, V. (Eds.). (1995). Teaching and learning in science: The constructivist classroom. Sydney: Harcourt Brace.
24. Hand, B., & Prain, V. (2006). Moving from border crossing to convergence of perspectives in language and science literacy research and practice. International Journal of Science Education, 28, 101-107.
25. Hand, B., Prain, V., Lawrence, C., & Yore, L. (1999). A writing in science framework designed to enhance science literacy. International Journal of Science Education, 21, 1021-1035.
26. Hanrahan, M. (1999). Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing. Journal of Research in Science Teaching, 36, 899-717.
27. Henderson, G. (1999). Learning with diagrams. The Australian Science Teachers Journal, 45, 17-25.
28. Hildebrand, G. (1998). Disrupting hegemonic writing practices in school science: Contesting the right way to write. Journal of Research in Science Teaching, 35, 345-362.
29. Hill, J., & Hawk, K. (2000). Making a difference in the classroom: Effective teaching practice in low decile, multicultural schools. Albany, NY: Institute for Professional Development and Educational Research, Massey University.
30. Hipkins, R., Bolstad, R., Baker, R., Jones, A., Barker, M., Bell, B., et al. (2002). Curriculum, learning and effective pedagogy: A literature review in science education. New Zealand: Ministry of Education.
31. Hoban, G. (1992). Teaching and report writing in primary science: Case studies of an intervention program. Research in Science Education, 22, 194-203.
32. Hohepa, M., McNaughton, S., & Jenkins, K. (1996). Maori pedagogies and the roles of the individual. New Zealand Journal of Educational Studies, Te Hautaka Mätai Mätauranga, 31, 29-40.
33. International Centre for Classroom Research. (2007). University of Melbourne. Retrieved December 19, 2007, http://www.edfac.unimelb.edu.au/ict/iccr/
34. Jewitt, C. (2007). A multimodal perspective on textuality and contexts. Pedagogy, Culture and Society, 15, 275-289.
35. Klein, P. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11, 203-270.
36. Klein, P. (2006). The challenges of scientific literacy: From the viewpoint of second generation cognitive science. International Journal of Science Education, 28, 143-178.
37. Lemke, J. L. (2003). Mathematics in the middle: Measure, picture, gesture, sign, and word. In M. Anderson, A. Sàenz-Ludlow, S. Zellweger, & V. V. Cifarelli (Eds.), Educational perspectives on mathematics as semiosis: From thinking to interpreting to knowing (pp. 215-234). Ottawa: Legas Publishing.
38. Lowe, R. (1986). The scientific diagram: Is it worth a thousand words? The Australian Science Teachers Journal, 32, 7-13.
39. Lowe, R. K., & Schnotz, W. (Eds.). (in press). Learning with animation: Research and application. New York: Cambridge University Press.
40. Lowe, R. K. (2004). Interrogation of a dynamic visualisation during learning. Learning and Instruction, 14, 257-274.
41. Martin, J. (1993). Life as a noun: Arresting the universe in science and humanities. In M. Halliday & J. Martin (Eds.), Writing science: Literacy and discursive power (pp. 221-267). London: Falmer Press.
42. Martin, J. (1999). Mentoring semogenesis: "Genre-based" literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 123-155). London: Cassell (Open Linguistics Series).
43. Martin, J. (2000). Design and practice: Enacting functional linguistics. Annual Review of Applied Linguistics, 20, 116-126.
44. Martin, J., & Rothery, J. (1986). Writing project report No. 4. Sydney: Department of Linguistics, University of Sydney.
45. Martin, J., & Veel, R. (1998). Reading science: Critical and functional perspectives on discourses of science. London: Routledge.
46. McKinley, E. (1996). Towards an indigenous science curriculum. Research in Science Education, 26, 155-167.
47. McKinley, E. (1999, September 22). Towards a framework for primary science education research for Maori. Paper presented at the Education Research Seminar, Wellington.
48. McKinley, E. (2007). Postcolonialism, indigenous students and science education. In S. Abell & N. Lederman (Eds.), Handbook of research in science education (pp. 199-226). London: Routledge.
49. Michie, M. (2002). Why Indigenous science should be included in the school curriculum. Australian Science Teachers Journal, 48, 36-40.
50. Michie, M. (2005a). Language-Culture incommensurability in science in non-Asian indigenous peoples (Workshop on Southeast Asian and Japanese cultural influences on the understanding of scientific concepts, Penang, Malaysia).
51. Michie, M. (2005b). Writing about Australian Indigenous science for a junior secondary textbook: Some considerations (Australasian Science Education Research Association annual conference, Hamilton, NZ).
52. Michie, M., Anlezark, J., & Uido, D. (1998). Beyond bush tucker: Implementing indigenous perspectives through the science curriculum. Paper presented at CONASTA47 conference, Darwin.
53. Moje, E. (2007). Developing socially just subject-matter instruction: A review of the literature on disciplinary literacy learning. Review of Research in Education, 31, 1-44.
54. Ninnes, P. (2000). Representations of Indigenous knowledges in science textbooks in Canada and Australia. International Journal of Science Education, 22, 603-617.
55. Ninnes, P. (2001). Writing multicultural science textbooks: Perspectives, problems, possibilities and power. Australian Science Teachers' Journal, 47, 18-27.
56. O'Toole, J. M., & O'Toole, G. (2004). Specialist language style and supposedly adept monolingual science students. International Journal of Learning, 9, 1201-1214.
57. Parker, L. (1992). Language in science education: Implications for teachers. The Australian Science Teachers Journal, 38, 27-32.
58. Pauka, S., Treagust, D. F., & Waldrip, B. G. (2005). Village elders' and secondary school students' explanations of natural phenomena in Papua New Guinea. International Journal of Science and Mathematics Education, 3, 213-238.
59. Plotzner, R., & Lowe, R. K. (2004). Dynamic visualisations and learning (Editorial, Special Issue). Learning and Instruction, 14, 235-240.
60. Prain, V. (2006). Learning from writing in school science: Some theoretical and practical implications. International Journal of Science Education, 28, 179-201.
61. Prain, V., & Hand, B. (1996). Writing and learning in secondary science: Rethinking practices. Teaching and Teacher Education, 12, 609-626.
62. Prain, V., & Hand, B. (1999). Students' perceptions of writing for learning in secondary school science. Science Education, 83, 151-162.
63. Ritchie, S., Rigano, D., & Duane, A. (2008). Writing an ecological mystery in class: Merging genres and learning science. International Journal of Science Education, 30, 143-166.
64. Ritchie, S., & Butler, J. (1990). Aboriginal studies and the science curriculum: Affective outcomes from a curriculum intervention. Research in Science Education, 20, 249-254.
65. diSessa, A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22, 293-331.
66. Shavelson, R., Phillips, D., Towne, L., & Feuer, M. (2003). On the science of education design studies. Educational Researcher, 32, 25-28.
67. Sutton, C. (1992). Words, science and learning. Buckingham: Open University Press.
68. Treagust, D. F. (1995). Enhancing students' understanding of science using analogies. In B. Hand & V. Prain (Eds.), Teaching and learning in science: The constructivist classroom (pp. 44-61). Sydney: Harcourt Brace.
69. Tytler, R., Peterson, S., & Prain. V. (2006). Picturing evaporation: Learning science literacy through a particle representation. Teaching Science, 52, 12-17.
70. Tytler, R., Prain. V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37, 313-331.
71. Unsworth, L. (1997). Explaining explanations: Enhancing science learning and literacy development. Australian Science Teachers Journal, 43, 34-49.
72. Unsworth, L. (2000). Investigating subject-specific literacies in school learning. In L. Unsworth, (Ed.), Researching language in schools and communities. London: Continuum (Cassell).
73. Unsworth, L. (2001). Teaching multiliteracies across the curriculum: Changing contexts of text and image in classroom practice. Buckingham, UK: Open University Press.
74. Unsworth, L. (2006). Towards a metalanguage for multiliteracies education: Describing the meaningmaking resources of language-image interaction. English Teaching: Practice and Critique, 5, 55-76.
75. Veel, R. (1997). Learning how to mean - scientifically speaking. In F. Christie (Ed.), Genre and institutions: The language of work and schooling (pp. 161-195). London: Cassell Academic.
76. Waiti, P., & Hipkins, R. (2002, November 22-23). Cultural issues that challenge traditional science teaching. Paper presented at the Third Annual New Zealand Science Education Symposium, Massey University.
77. Waldrip, B. G., & Taylor, P. C. S. (1999a). Permeability of students' world views to their school views. Journal of Research in Science Teaching, 36, 289-303.
78. Waldrip, B. G., & Taylor, P. C. S. (1999b). Standards for the cultural contextualisation of interpretative research: A Melanesian case. International Journal of Science Education, 3, 249-260.
79. Waldrip, B., Prain, V., & Carolan, J. (2006). Learning junior secondary science through multi-modal representation, Electronic Journal of Science Education, 11, 86-105.
80. Waldrip, B. G., Timothy, J. T., & Wilikai, W. (2007). Pedagogical principles in negotiating cultural conflict: A Melanesian example. International Journal of Science Education, 29, 101-122.
81. Wallace, C., Hand. B., & Prain, V. (2004). Writing, thinking, and learning in Science. Dordrecht: Kluwer Press.