Proceeding of The 1 st UR International Conference on Educational Sciences ISBN : 978-979-792-774-5 1 Representation Construction Approach: A Guided Inquiry Pedagogy for Science Peter Hubber Deakin University, Burwood Victoria, Australia Email: phubber@deakin.edu.au ABSTRACT This paper describes the development and implementation of a guided-inquiry approach to teaching science which reflects the increasing attention given to the role of representation in learning science as well as knowledge creation in science. This representation construction approach (RCA) involves challenging students to generate and negotiate the representations (text, graphs, models, diagrams) that constitute the discursive practices of science, rather than focusing on the text-based, definitional versions of concepts. In working with teachers in the development and refinement of the approach a design-based research methodology was employed. The investigation of the approach, and teachers’ experience involved video capture and analysis, and teacher interviews whilst documentation and analysis of student learning occurred through analysis of class discussion through whole class and small group video capture, collection of student artefacts, pre- and post-tests, and student stimulated recall interviews. The approach has been successful in demonstrating enhanced outcomes for students, in terms of sustained engagement with ideas, and quality learning, and for teachers enhanced pedagogical knowledge and understanding of how knowledge in science is developed and communicated. Keywords: Representation Construction, Guided-Inquiry, Science Introduction This paper describes a representation construction approach (RCA) to guided inquiry pedagogy that has been developed and trialled over a 9-year programme of research which students, through constructing and evaluating representations, are led to understand and appreciate, and productively employ scientific representations (Hubber et al., 2018; Tytler et al., 2013). The rationale for a representational focus on pedagogy comes from increasing attention being given to the role of representations in learning science as part of growing recognition of the representational basis of knowledge creation in science (Latour, 1999). Much of recent research has placed emphasis on students learning to use scientific representations flexibly to visualize phenomena and problem solve and to use the multi-modal representational tools of science to generate, coordinate and critique evidence (Ford et al., 2006), involving models and model-based reasoning (Lehrer et al., 2006). An argument for inquiry-based approaches comes from a mounting concern that traditional teacher-centred approaches to science are failing to engage students and, in particular, are not developing the inquiry and problem-solving skills, and creativity, needed by citizens engaged in the twenty-first-century workforce (Chubb, 2014). There is also growing evidence that inquiry and open problem-solving approaches lead to more robust learning in science (Chi, 2009; Furtak et al., 2012).