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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 Carolan
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.

History

Journal

Research in science education

Volume

40

Pagination

65-80

Location

Dordrecht, The Netherlands

ISSN

0157-244X

eISSN

1573-1898

Language

eng

Publication classification

C Journal article, C1.1 Refereed article in a scholarly journal

Copyright notice

2010, Springer Science+Business Media B.V.

Issue

1

Publisher

Springer