2021
DOI: 10.1080/02635143.2021.1895101
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Meaning making in collaborative practical work: a case study of multimodal challenges in a Year 10 chemistry classroom

Abstract: BackgroundConstructing knowledge through collaborative practical work is a complex process and involves the use of multiple modalities by group members. In practical work sessions, students often manipulate visual objects or textual materials but do not develop their scientific ideas. PurposeThis study illustrates (a) the challenges that science students face when they create thematic patterns in a laboratory class and (b) characterizes the processes of how students make meaning of practical work activities. S… Show more

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Cited by 16 publications
(9 citation statements)
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References 22 publications
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“…More importantly, the findings show that significant correlations existed among subcomponents that draw on students' textual resources. This aligns with previous findings that visual and textual information are processed in two different pathways (Schnotz and Bannert, 2003;Pun and Cheung, 2021). In the components "constructing" and "transforming", performance in the use of conventions is lower than that in the use of spatial isomorphism.…”
Section: Implications Limitations and Future Directionssupporting
confidence: 90%
“…More importantly, the findings show that significant correlations existed among subcomponents that draw on students' textual resources. This aligns with previous findings that visual and textual information are processed in two different pathways (Schnotz and Bannert, 2003;Pun and Cheung, 2021). In the components "constructing" and "transforming", performance in the use of conventions is lower than that in the use of spatial isomorphism.…”
Section: Implications Limitations and Future Directionssupporting
confidence: 90%
“…The findings are also in agreement with those by Abrahams (2009) which established that learning chemistry could be effective for both learners and teachers when practical works are included in the lessons. Thus, hands-on activities have been correlated with students' motivation, engagement and good performance in chemistry subject as these activities alleviate the abstract nature of science content (Pun and Cheung, 2021).…”
Section: Post Test Resultsmentioning
confidence: 99%
“…Pada penelitian ini dilihat aktivitas metakognitif peserta didik dalam pemecahan masalah terkait praktikum kimia, melalui pendekatan kualitatif. Penelitian lain yang menunjukkan bahwa adanya interaksi diantara peserta didik ( 41), (42). Penelitian-penelitian tersebut mengamati tentang pentingnya interaksi dalam CL seperti cara peserta didik bekerja sama, mengemukakan ide/pendapat, berkomunikasi dan lain sebagainya.…”
Section: Berbasis Aktivitas Peserta Didik Dan Peranan Pendidikunclassified