An Exploratory Study of Teachers’ and Students’ Use of Multi‐modal Representations of Concepts in Primary Science

Prain, Vaughan; Waldrip, Bruce

doi:10.1080/09500690600718294

Cited by 206 publications

(143 citation statements)

References 14 publications

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“…However, no study we know of has empirically analysed the interactive relationship between RC and content knowledge (CK) and only a few studies have analysed how teaching practices in authentic classroom settings affect RC (e.g., Hubber, Tytler, & Hastam, 2010;Kohl & Finkelstein, 2006;Prain & Waldrip, 2006;Tytler, Prain, & Peterson, 2007). This is surprising as there is strong evidence that students' cognitive and affective outcomes are REPRESENTATIONAL COMPETENCE IN BIOLOGY CLASSES 3 generally influenced by teaching practices and instructional quality (e.g., Fraser, 2003;Kunter, Baumert, & Köller, 2007;Lipowsky et al, 2009;Schroeder et al, 2011).…”

Section: Introductionmentioning

confidence: 86%

“…Kohl & Finkelstein (2006) found that an increased use of representations in a large-lecture physics course led to increased representational skills. Qualitative analyses of physics teaching units provided evidence that explicit instruction and a representational focus in teaching with diverse opportunitiues for students to develop their RC can foster students' learning of scientific topics and deepen their conceptual understanding (Hubber et al, 2010;Prain & Waldrip, 2006;Tytler et al, 2007).…”

Section: Representational Competence In Biology Classesmentioning

confidence: 99%

“…To foster the development of RC and CK, science instruction should provide students with opportunities to engage actively in representational tasks that make the role and function of representations explicit (Greeno & Hall, 1997;Hubber et al, 2010;Prain & Waldrip, 2006;Stieff, 2011). However, only a few studies have explored how representations are used in science classrooms and how this is related to students' outcomes.…”

Section: Representational Competence In Biology Classesmentioning

confidence: 99%

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Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Nitz

Ainsworth

Nerdel

et al. 2014

Learning and Instruction

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Dealing with representations is a crucial skill for students and such representational competence is essential for learning science. This study analysed the relationship between representational competence and content knowledge, student perceptions of teaching practices concerning the use of different representations, and their impact on students' outcome over a teaching unit.Participants were 931 students in 51 secondary school classes. Representational competence and content knowledge were interactively related. Representational aspects were only moderately included in teaching and students did not develop rich representational competence although content knowledge increased significantly. Multilevel regression showed that student perceptions of interpreting and constructing visual-graphical representations and active social construction of knowledge predicted students' outcome at class level, whereas the individually perceived amount of terms and use of symbolic representations influenced the students' achievement at individual level. Methodological and practical implications of these findings are discussed in relation to the development of representational competence in classrooms.

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Section: Introductionmentioning

confidence: 86%

Section: Representational Competence In Biology Classesmentioning

confidence: 99%

Section: Representational Competence In Biology Classesmentioning

confidence: 99%

See 1 more Smart Citation

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Nitz

Ainsworth

Nerdel

et al. 2014

Learning and Instruction

View full text Add to dashboard Cite

show abstract

“…De acordo com Prain & Waldrip (2006), foram utilizadas nas atividades desenvolvidas em sala de aula os seguintes modos de representação: modo gráfico e visual, escrito, 3D e verbal. O modo gráfico e visual no desenvolvimento das aulas era composto por desenhos explicativos, imagens de grãos de pólen, que foram fotografados em Microscopia Eletrônica de Varredura, pois o mesmo é uma estrutura microscópica de difícil visualização a olho nu, com exceção de algumas espécies como Curcubita sp.…”

Section: Methodsunclassified

“…Prain & Waldrip (2006) destacam que os multimodos empregam diferentes linguagens, vários tipos de representação que são fundamentais para que os estudantes desenvolvam uma compreensão dos diversos modos de representar um determinado conteúdo (descritivas, figurativas, sinestésicas), sem que se tornem dependentes de um modo particular ligado a um ponto específico.…”

Section: Introductionunclassified

Ensino de Botânica no Ensino Fundamental: estudando o pólen por meio de multimodos

Stanski

Luz

Rodrigues

et al. 2016

Hoehnea

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-(Botanical teaching at the Elementary School: studying the pollen through multimodes). The objective of this study is to investigate the use of multi-modal representation as a didactic strategy to facilitate the significant learning of seventh-grade elementary school students about the pollen theme, using conceptual maps in a evaluation. Students have developed conceptual maps a priori and a posteriori classes with multi-modal representation. We verified that the multi-modal representation provides a significant learning about botany contents and concept maps can be used as the evaluation tool.

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Meaning making through multiple modalities in a biology classroom: A multimodal semiotics discourse analysis

Jaipal

2009

Science Education

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ABSTRACT:The teaching of science is a complex process, involving the use of multiple modalities. This paper illustrates the potential of a multimodal semiotics discourse analysis framework to illuminate meaning-making possibilities during the teaching of a science concept. A multimodal semiotics analytical framework is developed and used to (1) analyze the semiotic and epistemological meanings communicated by multiple modalities during the teaching of a biology concept and (2) highlight features of semiotic modalities that extend meaning-making opportunities in science classrooms. The classroom discourse of a Grade 11 biology teacher was analyzed during the teaching of the concept chemosynthesis. Data were drawn from lesson transcripts, observational fieldnotes, and informal interviews with the teacher. The findings showed that the multimodal semiotics framework was useful at illustrating how semiotic and epistemological functions of modalities compounded meanings. Most significantly, an emergent multimodal framework relating semiotic functions and science learning outcomes emerged that has the potential to (1) act as a metacognitive tool for teachers to select, sequence, and scaffold modalities and (2) act as an analytical framework for educational researchers to analyze meaning making in science teaching and learning.C 2009 Wiley Periodicals, Inc. Sci Ed 94: 48 -72, 2010

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An Exploratory Study of Teachers’ and Students’ Use of Multi‐modal Representations of Concepts in Primary Science

Cited by 206 publications

References 14 publications

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Ensino de Botânica no Ensino Fundamental: estudando o pólen por meio de multimodos

Meaning making through multiple modalities in a biology classroom: A multimodal semiotics discourse analysis

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