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A study of teachersí perspectives about using multimodal representations of concepts to enhance science learning


Prain, V and Waldrip, B, A study of teachers' perspectives about using multimodal representations of concepts to enhance science learning, Canadian Journal of Science, Mathematics and Technology Education, 8, (1) pp. 5-24. ISSN 1492-6156 (2008) [Refereed Article]

Copyright Statement

Copyright 2008 OISE

DOI: doi:10.1080/14926150802152152


This article reports on initial findings of a study that aims to devise, trial, and evaluate teaching and learning strategies to improve studentsí learning of science in the middle years in schools in regional Australia through a focus on multiple and multimodal representations of science concepts. Initially, 20 teachers were surveyed about their planning and usage of different representational modes. These teachers tended to focus on resources and studentsí learning styles rather than modal variation, sometimes confusing modes and resources. Few teachers expected students to be able to represent the same concept in different modes as part of understanding science. In this article we report in detail the beliefs and practices of two elementary teachers in the survey who focused on the value of representational diversity in learning science. In analyzing their beliefs and practices we identified some key implementation issues in pursuing this multimodal focus.

Item Details

Item Type:Refereed Article
Keywords:multimodal, science, learning
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Science, technology and engineering curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Waldrip, B (Professor Bruce Waldrip)
ID Code:108997
Year Published:2008
Deposited By:Education
Deposited On:2016-05-17
Last Modified:2017-12-18

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