Learning through the affordances of representation construction

Abstract

In this chapter we draw upon several theoretical perspectives and past research into language and learning in science, to develop a framework to characterize how and why student engagement in representation construction practices supports learning in science. In developing this framework, we integrate literature on the role of symbolic tools in facilitating learning, and then focus in detail on the particular advantages of representation construction in learning in science. The chapter parallels an argument developed in more detail elsewhere (Prain & Tytler, 2012).