Meaning Making in Science Classrooms: Orchestrating Multiple Modes of Representations
- 10.2991/978-2-38476-056-5_3How to use a DOI?
- Meaning making; multiple representations; science classrooms; draw-to-learn
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.
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Cite this article
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 -