Learning junior secondary science through multi-modal representation

Waldrip, Bruce and Prain, Vaughan and Carolan, Jim (2006) Learning junior secondary science through multi-modal representation. Electronic Journal of Science Education, 11 (1). pp. 86-105. ISSN 1087-3430


[Abstract]: There is growing recognition that learning science in school entails understanding and linking verbal, visual and mathematical modes to develop knowledge of scientific concepts and processes. However, students face considerable challenges in engaging effectively with these literacies of science as they interpret and construct scientific texts. Our paper reports on two case studies on the topics of the particle theory of matter in Year 7, and force in Year 8. We aimed to identify (a) students’ understandings of, and capacity to link, different representational modes to develop conceptual knowledge, and (b) teachers’ perceptions of, and strategies to support, learning through this interlocking modal focus. Analysed qualitative data included work samples, and focus-group interviews, as well as observations and interviews with participant teachers. The findings indicated that this multi-modal focus posed significant demands on learners, but had the potential to enable effective learning.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Awaiting copyright advice. Awaiting Author's version.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 20 Oct 2008 02:27
Last Modified: 02 Jul 2013 23:08
Uncontrolled Keywords: science; secondary; representation; learning
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
URI: http://eprints.usq.edu.au/id/eprint/4526

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