An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science

Prain, Vaughan and Waldrip, Bruce (2006) An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science. International Journal of Science Education, 28 (15). pp. 1843-1866. ISSN 0950-0693

Abstract

[Abstract]: As part of a long-term research study to enhance science learning, this paper reports on an exploratory study aimed at identifying initial beliefs and practices of a group of teachers and students (Years 4-6) in Australia when the students engaged with multiple representations of the same science concepts. There is growing recognition in science education research that students need to understand and link different representational modes, such as graphic and verbal modes, in learning to think and act scientifically. This exploratory study used a multi-site case-study approach employing qualitative and quantitative methods. The findings indicated that while teachers used various modes to engage students and assess learning, they were not systematic in their focus on student integration and translation across modes. The study found that various factors affected students' understanding of different modes, and that students who recognised relationships between modes demonstrated better conceptual understandings than students who lacked this knowledge.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Deposited in accordance with the copyright policy of the publisher. Awaiting author's version.
Depositing User: Prof Bruce Waldrip
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 15 May 2008 05:51
Last Modified: 02 Jul 2013 22:51
Uncontrolled Keywords: representation, primary science, student understanding
Fields of Research (FOR2008): 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
Identification Number or DOI: doi: 10.1080/09500690600718294
URI: http://eprints.usq.edu.au/id/eprint/3322

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