File(s) under permanent embargo
Using multi-modal representations to improve learning in junior secondary science
journal contribution
posted on 2010-01-01, 00:00 authored by B Waldrip, Vaughan PrainVaughan Prain, J CarolanThere is growing research interest in both the challenges and opportunities learners face in trying to represent scientific understanding, processes and reasoning. These challenges are increasingly well understood by researchers, including integrating verbal, visual and mathematical modes in science discourse, and making strong conceptual links between classroom experiences and diverse 3D and 2D representations. However, a matching enhanced pedagogy of representation-rich learning opportunities, including their theoretical justification, is much less clearly established. Our paper reports on part of a three-year project to identify practical and theoretical issues entailed in developing a pedagogical framework to guide teacher understanding and practices to maximize representational opportunities for learners to develop conceptual understandings in science.
History
Journal
Research in science educationVolume
40Issue
1Pagination
65 - 80Publisher
SpringerLocation
Dordrecht, The NetherlandsPublisher DOI
ISSN
0157-244XeISSN
1573-1898Language
engPublication classification
C Journal article; C1.1 Refereed article in a scholarly journalCopyright notice
2010, Springer Science+Business Media B.V.Usage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC