Meaning Making in Science Classrooms: Orchestrating Multiple Modes of Representations

DOI

10.2991/978-2-38476-056-5_3How to use a DOI?

Keywords

Meaning making; multiple representations; science classrooms; draw-to-learn

Abstract

Students improve their understanding of science through mean making in science classrooms. Considering the multimodality of science and the cognitive benefits of the use of multimodal communication, science educators commonly use multiple representations for teaching and learning science. In this article, I introduce a draw-to-learn approach as a potential pedagogy which can prompt students’ meaning making by translating from verbal mode to visual mode and vice versa and orchestrating multiple representations together. I then discuss how this multimodal representational practice can be meaningful for students in terms of a chain of meaning across modes of representation.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Joonhyeong Park
PY  - 2023
DA  - 2023/07/26
TI  - Meaning Making in Science Classrooms: Orchestrating Multiple Modes of Representations
BT  - Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022)
PB  - Atlantis Press
SP  - 9
EP  - 16
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-056-5_3
DO  - 10.2991/978-2-38476-056-5_3
ID  - Park2023
ER  -