Representing to learn in science education: Theoretical framework and analytical approaches
Abstract Being able to engage with science representations, such as graphs, drawings, animations, gestures and written and verbal texts lies at the heart of scientific literacy. This article introduces the design-based research project Representations and Participation in School Science (REDE), whi...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2017-09-01
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| Series: | Acta Didactica Norge |
| Subjects: | |
| Online Access: | https://journals.uio.no/adno/article/view/4722 |