Didactical Design Principles to Apply When Introducing Student-generated Digital Multimodal Representations in the Science Classroom
References
- Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27–49. DOI: 10.1002/tea.20265
- Airey, J., & Linder, C. (2017).
Social Semiotics in University Physics Education . In: Treagust, D. F., Duit, R., & Fischer, H. E. (eds.), Multiple Representations in Physics Education, 95–122. Cham, Switzerland: Springer. DOI: 10.1007/978-3-319-58914-5_5 - Carolan, J., Prain, V., & Waldrip, B. (2008). Using representations for teaching and learning in science. The Journal of the Australian Science Teachers Association, 54(1), 18–23.
- diSessa, A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22, 293–331. DOI: 10.1207/s1532690xci2203_2
- Dolin, J. (2005). Naturfagsdidaktiske problematikker. MONA, 1, 7–23.
- Gunel, M., & Yesildag-Hasancebi, F. (2016). Modal Representations and their Role in the Learning Process: A Theoretical and Pragmatic Analysis. Educational Sciences: Theory & Practice, 16(1), 109–126. DOI: 10.12738/estp.2016.1.0054
- Hand, B., McDermott, M., & Prain, V. (2016). Using Multimodal Representations to Support Learning in the Science Classroom. Springer International Publishing. DOI: 10.1007/978-3-319-16450-2
- Hoban, G., & Nielsen, W. (2010). The 5 Rs: A new teaching approach to encourage slowmations (student-generated animations) of science concepts. Teaching Science, 56(3), 33–38.
- Hubber, P., Tytler, R., & Haslam, F. (2010). Teaching and Learning about Force with a Representational Focus: Pedagogy and Teacher Change. Research in Science Education, 40, 5–28. DOI: 10.1007/s11165-009-9154-9
- Kozma, R., & Russell, J. (2005).
Students becoming chemists: Developing representational competence . In: Gilbert, J. K. (ed.), Visualizations in Science Education, 121–146. Dordrecht, The Netherlands: Springer. DOI: 10.1007/1-4020-3613-2_8 - Kress, K., & Leeuwen, T. (2006). Reading Images: The Grammar of Visual Design. Routledge. DOI: 10.4324/9780203619728
- Lemke, J. (1990). Talking science. Norwood, NJ: Ablex.
- Lemke, J. (1998).
Multiplying meaning: Visual and verbal semiotics in scientific text . In: Martin, J. R., & Veel, R. (eds.), Reading science, 87–113. London, UK: Routledge. - Murcia, K. (2010). Multimodal representations in primary science: What’s offered by interactive whiteboard technology. Teaching Science, 56(1), 23–29.
- Prain, V., & Hand, B. (2016).
Learning Science Through Learning to Use Its Languages . In: Using Multimodal Representations to Support Learning in the Science Classroom, 1–10. Springer. DOI: 10.1007/978-3-319-16450-2_1 - Prain, V., & Tytler, R. (2012). Learning Through Constructing Representations in Science: A framework of representational construction affordances. International Journal of Science Education, 34(17), 2751–2773. DOI: 10.1080/09500693.2011.626462
- Prain, V., & Waldrip, B. (2006). An Exploratory Study of Teachers’ and Students’ use of Multi-modal Representations of Concepts in Primary Science. International Journal of Science Education, 28(15), 1843–1866. DOI: 10.1080/09500690600718294
- Søndergaard, K. D., & Hasse, C. (2012). Teknologiforsta?else – på skoler og hospitaler. Aarhus Universitetsforlag.
- Tang, K., et al. (2014). An integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning – Making in Science Education. Science Education, 98(2), 305–326. DOI: 10.1002/sce.21099
- Tippett, C. (2016). What recent research on diagrams suggests about learning with rather than learning from visual representations in science. International Journal of Science Education, 38(5), 725–746. DOI: 10.1080/09500693.2016.1158435
- Tytler, R., et al. (2007). Representational Issues in Students Learning About Evaporation. Research in Science Education, 37, 313–331. DOI: 10.1007/s11165-006-9028-3
- Waldrip, B., & Prain, V. (2012).
Learning from and through representations in science . In: Fraser, B. J., Tobin, K., & McRobbie, C. J. (eds.), Second international handbook of science education, 145–155. Dordrecht, The Netherlands: Springer. DOI: 10.1007/978-1-4020-9041-7_12 - Wallace, C. S., Hand, B. M., & Prain, V. (2004). Writing and learning in the science classroom. Dordrecht: Kluwer. DOI: 10.1007/978-1-4020-2018-6
- Wu, H.-K., & Puntambekar, S. (2012). Pedagogical Affordances of Multiple External Representations in Scientific Processes. Journal of Science Education and Technology, 21, 754–767. DOI: 10.1007/s10956-011-9363-7
DOI: https://doi.org/10.16993/dfl.100 | Journal eISSN: 2001-7480
Language: English
Page range: 112 - 122
Submitted on: Feb 23, 2018
Accepted on: Nov 12, 2018
Published on: Dec 14, 2018
Published by: Stockholm University Press
In partnership with: Paradigm Publishing Services
Keywords:
© 2018 Mette Fredslund Andersen, Nicolai Munksby, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.