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

Article

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. https://doi.org/10.1080/09500690600718294
Article Title

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

ERA Journal ID20612
Article CategoryArticle
AuthorsPrain, Vaughan (Author) and Waldrip, Bruce (Author)
Journal TitleInternational Journal of Science Education
Journal Citation28 (15), pp. 1843-1866
Number of Pages24
Year2006
PublisherTaylor & Francis
Place of PublicationLondon, United kingdom
ISSN0950-0693
1464-5289
Digital Object Identifier (DOI)https://doi.org/10.1080/09500690600718294
Web Address (URL)http://www.informaworld.com/smpp/content?content=10.1080/09500690600718294
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.

Keywordsrepresentation, primary science, student understanding
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsLa Trobe University
Faculty of Education
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