Using Multimodal Representations to Support Learning in the Science Classroom

✍ Scribed by Brian Hand, Mark McDermott, Vaughan Prain (eds.)

• Publisher: Springer International Publishing
• Year: 2016
• Tongue: English
• Leaves: 251
• Edition: 1
• Category: Library

✦ Synopsis

This book provides an international perspective of current work aimed at both clarifying the theoretical foundations for the use of multimodal representations as a part of effective science education pedagogy and the pragmatic application of research findings to actual classroom settings. Intended for a wide ranging audience from science education faculty members and researchers to classroom teachers, school administrators, and curriculum developers, the studies reported in this book can inform best practices in K – 12 classrooms of all science disciplines and provide models of how to improve science literacy for all students. Specific descriptions of classroom activities aimed at helping infuses the use of multimodal representations in classrooms are combined with discussion of the impact on student learning. Overarching findings from a synthesis of the various studies are presented to help assert appropriate pedagogical and instructional implications as well as to suggest further avenues of research.

✦ Table of Contents

Front Matter....Pages i-vi
Learning Science Through Learning to Use Its Languages....Pages 1-10
Writing Popular Scientific Articles, Development of Interest in the Natural Sciences, and Non-textual Representations in Student Texts: The “Young Science Journalism” Program in Austria....Pages 11-37
Effectiveness of a Lesson on Multimodal Writing....Pages 39-57
The Effect of Embedding Multimodal Representation in Non-traditional Writing Task on Students’ Learning in Electrochemistry....Pages 59-75
Using Multimodal Representations to Develop Scientific Literacy in South African Classrooms....Pages 77-96
Scientific Concepts, Multiple Modalities, and Young Children....Pages 97-116
Examining the Impact of Multimodal Representation Instruction on Students’ Learning of Science....Pages 117-133
Developing Multimodal Communication Competencies: A Case of Disciplinary Literacy Focus in Singapore....Pages 135-158
Constructing Representations to Learn Science....Pages 159-181
Modeling Scientific Communication with Multimodal Writing Tasks: Impact on Students at Different Grade Levels....Pages 183-211
Using a Framing Analysis to Elucidate Learning from a Pedagogy of Student-Constructed Representations in Science....Pages 213-234
Emerging Developments and Future Questions....Pages 235-250

✦ Subjects

Science Education; Learning & Instruction; Teaching and Teacher Education