The nature of student learning and knowing in science

As outlined in previous chapters, the representation construction approach is underpinned by sociocultural, pragmatist, semiotic perspectives on learning and knowing. In this chapter we will:<br />a. review how each of these perspectives relate to this pedagogy, illustrating with the animals in the school-ground classroom sequence,<br />b. explore how this classroom practice relates to practice in science itself<br />c. discuss how the pedagogy promotes understandings of the nature of science, and<br />d. clarify the nature of quality learning, and knowledge, from this perspective.<br />