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Meaning making in science classrooms: Orchestrating multiple modes of representations
Citation
Park, J. (2023). Meaning making in science classrooms: Orchestrating multiple modes of representations. In J. Handhika, M. Lukitasari, S. Ricahyono, & D. A. Nugraha (Eds.), Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022) (pp. 9-16). Atlantis Press. https://doi.org/10.2991/978-2-38476-056-5_3
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.
Date Issued
2023
ISBN
9782384760565 (online)