Abstract
This study explores a guided inquiry approach to teaching and learning involving students constructing and negotiating multiple representations through sequences of representational challenges. The research is part of a wider program investigating the professional learning of teachers developing a representation construction approach, and involves the planning and implementation of a unit on astronomy by a community of four secondary school teachers. This research aimed to document the experience of the teachers in implementing a representation construction approach, and to investigate the quality of student learning associated with different aspects of the pedagogy. The chapter describes the way this approach was enacted for astronomy, teacher perceptions of the key affordances of the approach, and evidence of student learning. The representation construction approach has demonstrated enhanced outcomes for students, in terms of sustained engagement with ideas, and quality learning, and for teachers’ enhanced pedagogical knowledge and practice.
