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A science teacher's lens on research: design and delivery of digital learning sequences using the language of science

Citation

Cirkony, C and Stanner, C and Cooper, R, A science teacher's lens on research: design and delivery of digital learning sequences using the language of science, Lab Talk, 65, (2) pp. 5-8. ISSN 0159-2033 (2022) [Professional, Refereed Article]


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Abstract

The language of science involves more than just the text and images we see in textbooks, it includes the use of gestures, models, and animations. These 'multimodal representations' have a long history in science and are increasingly considered to be important tools for thinking about and learning scientific concepts and practices. (Ainsworth et al., 2011). The use of multimodal representations emphasise different aspects of a given concept (e.g., descriptions, spatial relationships, motion) and enables a deeper understanding of complex concepts such as force, energy transfer or photosynthesis. Indeed, scientific concepts can only be understood as the sum of the representations that describe them (Lemke, 2004). More than memorising static facts or text-based definitions, developing scientific understanding involves creating meaning through the language of science, as a disciplinary literacy (Tytler et al., 2018).

Item Details

Item Type:Professional, Refereed Article
Keywords:classrooms, students-vocational guidance, photosynthesis-study and teaching, learning-methodology, science teachers, attitudes
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Science, technology and engineering curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Schools and learning environments not elsewhere classified
UTAS Author:Cirkony, C (Dr Connie Cirkony)
ID Code:153737
Year Published:2022 (online first 2021)
Deposited By:Education
Deposited On:2022-10-04
Last Modified:2022-10-04
Downloads:0

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