College Students' Perceptions toward the Multi Modal Representations and Instruction of Representations in Learning Modern Physics

Yesildag Hasancebi F., Gunel M.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, vol.13, no.53, pp.197-214, 2013 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 13 Issue: 53
  • Publication Date: 2013
  • Journal Name: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.197-214
  • Keywords: Multi modal representation, writing in science, writing-to-learn, modern physics, FRAMEWORK, LITERACY
  • TED University Affiliated: Yes

Abstract

Problem Statement: In recent years, researchers on learning have focused on learning with multimodal representation and this research has shown that when learners can interact with an appropriate representation their performance is enhanced. If students have the opportunity to interact consciously with modal representation, learning can be extended, comprehensively and deeply. This study studies the question of what would be the appropriate instructional design to scaffold such an enhancement and what would be the distribution of modes that would be found to be valuable, from students' perspective, in instruction and writing-to-learn activities, with specific regard to science education topics.