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Teacher in Trialogue. 28 TEACHERS’ INITIAL RESPONSE TO A REPRESENTATIONAL FOCUS The trialogic approach affirms the students’ need to generate their own explanations and compare these accounts to others, making the material meaningful to themselves and to others. This approach both recognizes the need for active participation by the learner, and teacher responsibility to coach students about the reasons behind the acceptance of representational modes, forms, conventions and interpretation. As students move into the “community of science” it is crucial for them to be cognizant of and conversant in the languages and practices of this subject.
The teachers recognized that this representational approach made new demands on their teaching skills and knowledge, including: • their skill in teaching form/function relations of different representational modes; • their ability to identify and make use of appropriate representational resources; • The capacity to guide students from self-generated representations to authorised ones; • their skill in moving students from dependence on concrete props to abstracting and symbolizing through representations; and • their skill in structuring social negotiation of different student claims and justifications.
The other was that items were developed that explicitly tested students’ meta-representational competence (Principle 2). 11 is an example of one such item focusing on students’ understanding of the selective and partial nature of models. IMPACT OF THE APPROACH ON STUDENT LEARNING In taking a conceptual focus to topic planning the teachers saw themselves as being able to move away from the textbook framing their pedagogical approach. This meant less coverage of content, but provided a more purposeful and a deeper approach to learning.