Abstract
This book has consisted of a series of chapters that describe and discuss the knowledge that has been accumulated regarding teachers’ meta-representational competence (MRC) and the pedagogies within which it is displayed. Relatively little literature on this theme has so far been published. This book ha identified the gaps in knowledge that must be filled, for example: the nature of the curriculum through which MRC can be taught; how MRC enables a teacher to respond to students’ difficulties in understanding and producing representations. In this, the last chapter, key themes in the use of representations in teaching and learning are revisited and integrated into a whole.
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Gilbert, J.K., Eilam, B. (2014). Developing Science Teachers’ Representational Competence and Its Impact on Their Teaching. In: Eilam, B., Gilbert, J. (eds) Science Teachers’ Use of Visual Representations. Models and Modeling in Science Education, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-319-06526-7_14
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