Examining the Impact of Multimodal Representation Instruction on Students’ Learning of Science

Nam, Jeong-Hee; Cho, Hyesook

doi:10.1007/978-3-319-16450-2_7

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…In effect, the authors concluded that "understanding learning with multiple representations requires an understanding of the pragmatics of joint action, of how the body and the materials come to amalgamate as a unitary situation in the learner's experience" (p. 398); providing new understandings of how students learn from multiple representations and multiple modalities in classroom settings. Similar results were obtained by Nam and Cho (2016) who found that students' writing and conceptual understanding in science improved significantly as a consequence of learning how different multimodal representations could be represented, interpreted, and applied to communicate their understandings of scientific concepts. Wilson and Bradbury (2016) reported on how two first grade teachers taught a science unit on carnivorous plants using a multimodal 5E model of inquiry (Bybee, 2006) that engaged the students in using a variety of semiotic tools; such as, viewing physical specimens, viewing videos and reading, writing and drawing about these plants.…”

Section: Introductionsupporting

confidence: 81%

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

Carroll

Gillies

Cunnington

et al. 2019

ILS

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Purpose Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge. Design/methodology/approach A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention. Findings Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles. Practical implications First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation. Originality/value Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.

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Section: Introductionsupporting

confidence: 81%

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

Carroll

Gillies

Cunnington

et al. 2019

ILS

View full text Add to dashboard Cite

show abstract

“…Multimodal representations can be defined as the expression of scientific ideas using a vector of expressive modalities that include for example text, images, graphs, chemical symbols, mathematical equations, audio, and/or animations . Research in this area has supported the claim that multimodal representations, when designed well, help students deepen their understanding of abstract scientific concepts and help them express scientific ideas. − Here, we used MR to supplement the laboratory learning environment with graphics and text that support the subject content (Figure A) and animations of otherwise invisible chemical and physical processes, such as the chemical reactions that occurs inside a plasma generating chamber, an instrument that students learn to use in the course (Figure B). Students can also overlay this animation next to the real instrument.…”

Section: Design Of the Aletha Hololens Experiencementioning

confidence: 99%

Mixed Reality for an Enhanced Laboratory Course on Microfluidics

et al. 2022

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Natural sciences can be difficult to grasp because physical and chemical phenomena can take place across time and length scales that are beyond the reach of human perception. This problem is particularly true for students attempting to learn about microfluidics, a discipline that involves intricate engineering methods and fluid phenomena that are unintuitive and unique to the microscopic scale. New learning paradigms that combine established principles from the learning sciences and mixed reality (MR) technologies may facilitate the understanding of microfluidics and help connect the experimental methods to the underlying physical and chemical processes. Yet only a few studies have implemented learning sciences principles into the design of MR experiences for university laboratory courses. We thus created ALETHA, an interactive and immersive MR learning platform to help students learn about microfluidics and microfabrication techniques. We designed ALETHA to include scaffolding, gamification, controlof-variables, and multimodal representation strategies that are known to enhance intuition building and learning. We hypothesized that MR will enhance student understanding of microfluidics and microfabrication and help them build intuitions about the processes involved at that scale. To test whether ALETHA improved affective learning outcomes, we employed quizzes and surveys and compared the performance of students that participated in the course with MR to that of a cohort using traditional paper protocols. Overall, we measured a greater building of intuition and engagement for MR students. Our new learning platform provides a useful and practical example of how MR can be implemented to learn challenging interdisciplinary topics such as microfluidics.

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“…According to Ezzeldin (2017), utilizing graphic organizers to construct a structure of prior knowledge assists students to fine-tune their brains for the subject they are going to learn. In additionally, visual organizers provide cues that assist students in retrieving previously stored knowledge (Gunel et al, 2016;Nam & Cho, 2016;Thakur et al, 2017). As students studied by reviewing previously stored knowledge in a spatial fashion utilizing an earlier studied graphic organizer, they were able to recover material that had been committed to memory thanks to the graphic organizer.…”

Section: Introductionmentioning

confidence: 99%

“…Students who learn content with visual organizers do not focus on generating accurate correlations or memorizing certain conceptual truths. Rather than that, the emphasis is on the linkages between facts in larger groups and the connections between ideas (Gunel et al, 2016;Nam & Cho, 2016;Thakur et al, 2017). Furthermore, according to Knoll et al (2017), by splitting and organizing new stimuli into specified segments, graphic organizers are efficient educational aids for supporting students in refining their perception of stimuli.…”

Section: Introductionmentioning

confidence: 99%

Graphic Organizers in an Online Learning Environment: Its Influence to Students’ Cognitive Load and Knowledge Gain

Estacio

Quicho

Ibarra

et al. 2023

PED

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The study investigates how graphic organizers influence the level of cognitive load and knowledge gained by the students at Quezon City University during the 1st semester, Academic Year 2021–2022 in an online learning environment. The one-group pretest-posttest design was utilized in the study. Results show that by using graphic organizers, students’ level of cognitive load and knowledge gain have improved.

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Examining the Impact of Multimodal Representation Instruction on Students’ Learning of Science

Cited by 5 publications

References 14 publications

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

Mixed Reality for an Enhanced Laboratory Course on Microfluidics

Graphic Organizers in an Online Learning Environment: Its Influence to Students’ Cognitive Load and Knowledge Gain

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