An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning‐Making in Science Education

Science Education - Tập 98 Số 2 - Trang 305-326 - 2014
Kok‐Sing Tang1, César Delgado2, Elizabeth Birr Moje3
1National Institute of Education, Nanyang Technological University, Singapore 637616
2College of Education, University of Texas at Austin, Austin, TX 78712, USA
3School of Education University of Michigan Ann Arbor MI 48109 USA

Tóm tắt

ABSTRACTThis paper presents an integrative framework for analyzing science meaning‐making with representations. It integrates the research on multiple representations and multimodal representations by identifying and leveraging the differences in their units of analysis in two dimensions: timescale and compositional grain size. Timescale considers the duration of time a learner typically spends on one or more representations. Compositional grain size refers to the elements of interest within a representation, ranging from components such as visual elements, words, or symbols, to a representation as a whole. Research on multiple representations focuses on the practice of re‐representing science concepts through different representations and is typically of long timescale and large grain size. Research on multimodal representations tends to consider how learners integrate the components of a representation to produce meaning; it is usually of finer grain size and shorter timescale. In the integrative framework, each type of analysis on multiple and multimodal representations plays a mutually complementary role in illuminating students’ learning with representations. The framework is illustrated through the analysis of instructional episodes of middle school students using representations to learn nanoscience concepts over the course of a lesson unit. Finally, recommendations for new research directions stemming from this framework are presented.

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Thông tin
Thông tin xuất bản

Science Education

Tập 98 Số 2

305-326

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