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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 (2021) [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 |
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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: | 2021 |
Deposited By: | Education |
Deposited On: | 2022-10-04 |
Last Modified: | 2023-01-17 |
Downloads: | 0 |
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