An Exploratory Study of Teachers’ and Students’ Use of Multi‐modal Representations of Concepts in Primary Science     

Vaughan Prain  Bruce Waldrip 《International Journal of Science Education》2013,35(15):1843-1866

As part of a long‐term research study to enhance science learning, this paper reports on an exploratory study aimed at identifying initial beliefs and practices of a group of teachers and students (Years 4–6) in Australia when the students engaged with multiple representations of the same science concepts. There is growing recognition in science education research that students need to understand and link different representational modes, such as graphic and verbal modes, in learning to think and act scientifically. This exploratory study used a multi‐site case‐study approach employing qualitative and quantitative methods. The findings indicated that while teachers used various modes to engage students and assess learning, they were not systematic in their focus on student integration and translation across modes. The study found that various factors affected students’ understanding of different modes, and that students who recognised relationships between modes demonstrated better conceptual understandings than students who lacked this knowledge.  相似文献   

Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers     

John A Craven Iii  Brian Hand  Vaughan Prain 《International Journal of Science Education》2013,35(8):785-802

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A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives     

Russell Tytler  Vaughan Prain 《International Journal of Science Education》2013,35(15):2055-2078

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices, and narrative‐based representation rather than learners’ cognitive constructs. In this paper we analyse data from a longitudinal study of primary school children’s learning to outline a framework based on these contemporary accounts and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re‐interpreted in terms of the development of students’ representational resources.  相似文献   

Theorising Learning in Science Through Integrating Multimodal Representations     

Prain  Vaughan  Tytler  Russell 《Research in Science Education》2022,52(3):805-817

Research in Science Education - There is growing interest in the construct of “transduction”, first introduced by (Kress, Cope and Kalantzis (eds), Multiliteracies: Literacy learning...  相似文献   

The higher education landscape for US student service members and veterans in Indiana     

Stacie Hitt  Martina Sternberg  Shelley MacDermid Wadsworth  Joyce Vaughan  Rhiannon Carlson  Elizabeth Dansie  Martina Mohrbacher 《Higher Education》2015,70(3):535-550

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Cross‐media response to digital manipulation of still and moving images     

W. James Potter  Misha W. Vaughan  Ron Warren  Kevin Howley  Art Land  Jeremy C. Hagemeyer 《广播与电子媒介杂志》2013,57(4):496-516

This investigation provides survey data for a cross‐media comparison between newspaper photo editors and television news directors to assess the ethical response to digital image processing and enhancement technology. The results indicate that television news directors tend toward less strict ethical standards in application of the technology. However, the television people showed more sensitivity to aspects of the technology that relate to long‐standing themes of TV critics.  相似文献   

How Program Design Affects Program Performance and Participant Motivation     

Vaughan P. Houger 《Performance Improvement》2015,54(7):10-18

This article focuses on how program design affects program performance, linking participant motivation to performance. The focus of the article is a study that took place in a nonprofit organization and addressed how to engage volunteers such that they find meaning in the work they do and satisfy the needs of those they serve. Moreover, the findings suggest causal relationships among the variables of program design, leadership, and participant motivation. The article highlights some implications of human motivation on performance improvement. The following questions are addressed: How does a leader evaluate program performance and participant motivation? How does a leader redesign a program so that it maximizes participant performance and elevates intrinsic motivation? It is noted that motivation translates into energy. Energy is what one expends to accomplish a task. That task, once accomplished, can be measured against an expectation. Did what was produced meet or exceed expectations?  相似文献   

Nuclear Weapons: What You Need to Know by Jeremy Bernstein     

David K. Vaughan 《Journal of American culture (Malden, Mass. : 2003)》2008,31(2):242-243

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On the adhesion of locomotive engines and certain expedients for increasing or supplementing that function     

Vaughan Pendred 《Journal of The Franklin Institute》1866,81(2):86-91

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On the adhesion of locomotive engines and certain expedients for increasing or supplementing that function     

Vaughan Pendred 《Journal of The Franklin Institute》1866,81(3):169-174

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