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Using multi-modal representations to improve learning in junior secondary science

Waldrip, Bruce, Prain, Vaughan and Carolan, Jim 2010, Using multi-modal representations to improve learning in junior secondary science, Research in science education, vol. 40, no. 1, pp. 65-80, doi: 10.1007/s11165-009-9157-6.

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Title Using multi-modal representations to improve learning in junior secondary science
Author(s) Waldrip, Bruce
Prain, VaughanORCID iD for Prain, Vaughan orcid.org/0000-0001-5832-4727
Carolan, Jim
Journal name Research in science education
Volume number 40
Issue number 1
Start page 65
End page 80
Total pages 16
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2010-01
ISSN 0157-244X
1573-1898
Keyword(s) Representations
mode
science
learning
pedagogy
Summary There 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.
Language eng
DOI 10.1007/s11165-009-9157-6
Field of Research 130106 Secondary Education
1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2010, Springer Science+Business Media B.V.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30089837

Document type: Journal Article
Collection: School of Education
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