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By Brian Hand, Mark McDermott, Vaughan Prain

This booklet presents a world standpoint of present paintings aimed toward either clarifying the theoretical foundations for using multimodal representations as part of potent technology schooling pedagogy and the pragmatic program of analysis findings to real school room settings. meant for a panoramic viewers from technological know-how schooling school contributors and researchers to lecture room lecturers, university directors, and curriculum builders, the experiences stated during this e-book can tell most sensible practices in ok – 12 study rooms of all technological know-how disciplines and supply versions of the way to enhance technological know-how literacy for all scholars. particular descriptions of school room actions aimed toward aiding infuses using multimodal representations in school rooms are mixed with dialogue of the effect on scholar studying. Overarching findings from a synthesis of many of the reports are provided to aid assert applicable pedagogical and tutorial implications in addition to to signify additional avenues of research.

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Extra resources for Using Multimodal Representations to Support Learning in the Science Classroom

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3 Autosomal dominant inheritance of a mutation (Source: Wikipedia, modified) Superscripts, Subtexts and References Only six students added specific texts to tables, figures, or illustrations, and none but one referred to either of those in the main article. This is clearly a point for further improvement as contrary to purely journalistic texts it is an absolute requirement for scientific texts to provide links between complementary representations and to offer the reader a short summary of the kind of information presented in figures and tables.

1999). Unterrichtliche Aspekte im Fach Biologie, durch die Unterricht aus Schülersicht als interessant erachtet wird. Zeitschrift für Didaktik der Naturwissenschaften, 5, 75–85. , & Carolan, J. (2006). Learning junior secondary science through multimodal representations. Electronic Journal of Science Education, 11, 87–107. Yore, L. , & Hand, B. (2010). Epilogue: Plotting a research agenda for multiple representations, multiple modality, and multimodal representational competency. Research in Science Education, 40, 93–101.

This research has shown that among other things, effective writing-to-learn tasks utilized in classroom settings have increased student reasoning skills, improved student ability to describe scientific concepts, and enhanced student skill in formulating arguments (Wallace et al. 2004). Therefore, writing-tolearn activities are often promoted as a way for students to make sense of new ideas (Newell 2006), as well as to help students deepen their conceptual understanding (Holliday et al. 1994) and critical thinking skills (Kieft et al.

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