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Using multi-modal representations to improve learning in junior secondary science


Waldrip, B and Prain, V and Carolan, J, Using multi-modal representations to improve learning in junior secondary science, Research in Science Education, 40, (1) pp. 65-80. ISSN 0157-244X (2010) [Refereed Article]

Copyright Statement

Copyright 2010 Springer Science+Business Media B.V.

DOI: doi:10.1007/s11165-009-9157-6


There is growing research interest in both the challenges and opportunities learners face in trying to represent scientific understanding, processes and reasoning. These challenges are increasingly well understood by researchers, including integrating verbal, visual and mathematical modes in science discourse, and making strong conceptual links between classroom experiences and diverse 3D and 2D representations. However, a matching enhanced pedagogy of representation-rich learning opportunities, including their theoretical justification, is much less clearly established. Our paper reports on part of a three-year project to identify practical and theoretical issues entailed in developing a pedagogical framework to guide teacher understanding and practices to maximize representational opportunities for learners to develop conceptual understandings in science.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Education systems
Research Field:Secondary education
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:95151
Year Published:2010
Web of Science® Times Cited:96
Deposited By:Education
Deposited On:2014-09-25
Last Modified:2014-10-09

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