Using multimodal representations to support learning in the science classroom / edited by Brian Hand, Mark McDermott, Vaughan Prain.

Springer eBooks

Learning Science through Learning to Use its Languages, Vaughan Prain and Brian Hand -- Writing Popular Scientific Articles, Development of Interest in the Natural Sciences, and Non-textual Representations in Student Texts – The “Young Science Journalism” Program in Austria, Uwe Simon -- Effectiveness of a Lesson on Multimodal Writing, Sakari Tolppanen, Toni Rantaniitty, Maija Aksela -- The Effect of Integrating Multimodal Representation Within Non-Traditional Writing Task on Students’ Learning In Electrochemistry, Murat Gunel, Sevgi Kingir, and Nurdane Aydemir -- Using multimodal representations to develop scientific literacy in South African classrooms, Mary Grace Villanueva -- Scientific Concepts, Multiple Modalities, and Young Children, Debra Linebarger and Lori Norton-Meier -- Examining the Impact of Multimodal Representation Instruction on Students’ learning of Science, Jeonghee Nam and Hyesook Cho -- Developing Multimodal Communication Competencies: A Case of Disciplinary Literacy Focus in Singapore, Dr Kok-Sing (Kenneth) Tang, Dr Caroline Ho, and Gde Buana Sandila Putra -- Constructing representations to learn science, Russell Tytler and Peter Hubber -- Modeling Scientific Communication with Multimodal Writing Tasks: Impact on Students at Different Grade Levels, Mark McDermott and Brian Hand -- Using a Framing Analysis to Elucidate Learning from a Pedagogy of Student-Constructed Representations in Science, Jim Carolan -- Emerging Developments and Future Questions, Mark McDermott.

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