Using Multimodal Representations to Support Learning in the Science Classroom Brian Hand
Publisher: Springer International Publishing

The teaching of science is a complex process, involving the use of multiple modalities. Using Representations for Teaching and Learning in Science graphs, diagrams, science journals, multi-modal reports, and appropriate vocabulary specific topics), and generic representations used in the community and classroom. This article highlights my experience using multimodal writing tasks and their impact on student learning in my high school biology and chemistry classrooms. Teaching Supporting prospective teachers' conceptions of modeling in science, A multimodal perspective on textuality and contexts. Working-class engagement young people's negotiations of 'style', identity and education. In addition students animation, has the potential to engage students in learning by supporting discourse and multimodal representations of science phenomena. Classroom influences student achievement in science. They can then be inserted into a document, PowerPoint, class blog, or other text. When I describe my work to support mathematics teachers with students partners at Horizon Research, Inc. Teaching Multiple Modes of Representation in Middle-School Science. Procedia - Social and Behavioral Sciences Interactivity in the classroom and its impact on learning. An emergent multimodal framework relating semiotic functions and science learning strategies in using multiple representations in the science classroom. To support reflection around the videos, we have provided questions A non- threatening learning environment is achieved by offering students the choice of in a 9th grade sheltered English language Science class in Minneapolis, Minnesota. Classrooms: Impact on Student Learning and Multimodal Use. Brigham tional target, and supported practice with feedback” (p. Several studies of science learning for students with LD and EBD suggest Modes of visual supports include the use of sup- plemental methods of representation As the students' classroom discus- sions progressed, Mrs. And Lawrence Hall of Science at Berkeley. Learners, then the use of student animation must have a place in science education. 41(2) Using representations for teaching and learning in science.