ABSTRACT
There has been increasing recognition, both in writing about science learning in schools and in the way that knowledge is produced in science, of the material basis of learning and knowledge creation (Pickering, 1995). Thirty years ago, Latour (1986) argued that the emergence of scientific thought depended on the development of effective representational tools or inscriptions, such as tables, graphs, figures, and models, which could be combined, quantified, graphed, written, and reproduced. Digital, material, and symbolic representations are seen as crucial tools for reasoning in science, rather than simply as records of resolved ideas and theories (Gooding, 2006).
