Research in Science Education

, Volume 40, Issue 1, pp 65–80 | Cite as

Using Multi-Modal Representations to Improve Learning in Junior Secondary Science



There is growing research interest in both the challenges and opportunities learners face in trying to represent scientific understanding, processes and reasoning. These challenges are increasingly well understood by researchers, including integrating verbal, visual and mathematical modes in science discourse, and making strong conceptual links between classroom experiences and diverse 3D and 2D representations. However, a matching enhanced pedagogy of representation-rich learning opportunities, including their theoretical justification, is much less clearly established. Our paper reports on part of a three-year project to identify practical and theoretical issues entailed in developing a pedagogical framework to guide teacher understanding and practices to maximize representational opportunities for learners to develop conceptual understandings in science.


Representations Mode Science Learning Pedagogy 


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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Monash UniversityMonashAustralia
  2. 2.La Trobe UniversityLa TrobeAustralia

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