A study of teachers' perspectives about using multimodal representations of concepts to enhance science learning

Article

Prain, Vaughan and Waldrip, Bruce. 2008. "A study of teachers' perspectives about using multimodal representations of concepts to enhance science learning ." Canadian Journal of Science, Mathematics and Technology Education. 8 (1), pp. 5-24. https://doi.org/10.1080/14926150802152152
Article Title

A study of teachers' perspectives about using multimodal representations of concepts to enhance science learning

ERA Journal ID20753
Article CategoryArticle
AuthorsPrain, Vaughan (Author) and Waldrip, Bruce (Author)
Journal TitleCanadian Journal of Science, Mathematics and Technology Education
Journal Citation8 (1), pp. 5-24
Number of Pages20
Year2008
Place of PublicationUnited States, Canada
ISSN1492-6156
Digital Object Identifier (DOI)https://doi.org/10.1080/14926150802152152
Web Address (URL)http://www.informaworld.com/smpp/content~content=a902185404~db=jour~order=page
Abstract

[Abstract]: This paper reports on a study that aims to devise, trial, and evaluate teaching and learning strategies to improve students’ learning of science in the middle years in schools in regional Australia through a focus on multiple and multi-modal representations of science concepts. ‘Multiple’ representations refers to the practice of re-representing the same concept in different forms, including verbal, graphic and numerical modes, as well as repeated student exposures to the same concept. ‘Multi-modal’ refers to the integration of different modes within the same text to represent scientific reasoning and findings. Initially, 20 teachers were surveyed about their planning and usage of different representational modes. The findings of this survey indicated that these teachers tended to focus on resources and students’ learning styles rather than modal variation, sometimes confusing modes and resources. Few teachers expected students to be able to represent the same concept in different modes as part of understanding science.
In this paper we report in detail the beliefs and practices of two elementary teachers from the original survey who had a strong commitment to the use of modal variety for learning science. The interviewed teachers perceived that a framework that emphasized representational diversity provided a more systematic way to focus on (a) target concepts to be learnt, and (b) the development of a richer learning context that promotes engagement for student across a broad ability range.

Keywordsscience; perceptions; representation; concept
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390113. Science, technology and engineering curriculum and pedagogy
390409. Learning sciences
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Byline AffiliationsLa Trobe University
Faculty of Education
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