File(s) under permanent embargo
Using multimodal representations to support learning in the science classroom
This book provides an international perspective of current work aimed at both clarifying the theoretical foundations for the use of multimodal representations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings. Intended for a wide ranging audience from science education faculty members and researchers to classroom teachers, school administrators, and curriculum developers, the studies reported in this book can inform best practices in K – 12 classrooms of all science disciplines and provide models of how to improve science literacy for all students. Specific descriptions of classroom activities aimed at helping infuses the use of multimodal representations in classrooms are combined with discussion of the impact on student learning. Overarching findings from a synthesis of the various studies are presented to help assert appropriate pedagogical and instructional implications as well as to suggest further avenues of research.
History
Pagination
1 - 250Publisher
Springer International Publishing AGPlace of publication
Cham, SwitzerlandPublisher DOI
ISBN-13
9783319164502Language
engPublication classification
A7.1 Edited book; X Not reportableCopyright notice
2016, Springer International Publishing SwitzerlandNumber of chapters
12Usage metrics
Categories
No categories selectedKeywords
Multimodal communication competenciesMultimodal representationsMultimodal writingMultiple representationsRepresentationally rich learning environmentsScience classroomsScience educationScience learningScience literacyScience representation constructionStudent critical thinkingStudent engagement with representationsStudent use of representationsScience
Licence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC