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There has been a long-standing interest by science educators in learner's understandings, of which one recently developed strand is a 'representational approach' which arises out of socio-cultural perspectives. This paper reports on a brief case study in which a representational approach has been explored in the context of ICT education. Outcomes of this study involve a re-theorizing of aspects of ICT education and highlighting areas where care needs to be taken when teachers are inducted into the principles of a representational approach. |
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