Multiple Representation Approach in Elementary School Science Learning: A Systematic Literature Review
International Journal of Learning Teaching and Educational Research,
Год журнала:
2023,
Номер
22(3), С. 51 - 73
Опубликована: Март 19, 2023
The
paper
investigates
the
multiple
representation
approach
as
used
in
elementary
school
science
learning.
A
systematic
literature
review
(SLR)
method
and
preferred
reporting
items
for
meta-analysis
(PRISMA)
protocol
were
employed
this
research.
This
included
stages,
eligibility
exclusion
criteria,
process
procedures,
data
abstraction
analysis
assisted
by
Publish
or
Perish
7,
VOSviewer,
NVivo
12
Plus
applications.
search
publications
on
Scopus
through
7
application
yielded
605
publications,
ERIC
database,
there
2018
making
2623
publications.
then
filtered
according
to
compatible
themes
50
selected
be
material
SLR.
analyzed
assigned
topics
application,
results
are
described
paper.
According
literature,
representations
is
a
learning
that
involves
using
more
than
one
two
representations.
done
utilizing
text,
video,
tables,
audio,
animation,
diagrams,
analogies,
cartoons,
movements,
formulas,
graphs
reflect,
interpret,
solve
scientific
problems
implemented
task
assignment,
visualization
technology;
of
images,
symbols,
pictures,
graphs;
investigations;
engineering
design;
technological
skills;
applications;
recordings;
written
symbols.
impact
has
an
increase
reasoning
skills,
critical
thinking
communication
solving
problems,
concern
nature
conservation,
social
visual
intelligence.
contributes
research
examining
Язык: Английский
Inscriptions in Science Teaching: From Realism to Abstraction
Frontiers in Education,
Год журнала:
2022,
Номер
7
Опубликована: Июль 7, 2022
This
article
attempts
to
highlight
inscriptions,
i.e.,
photographs,
drawings,
diagrams,
or
graphs
as
autonomous
carriers
of
meaning
that
can
illuminate
the
different
dimensions
a
scientific
concept.
In
addition,
examines
inherent
potential
diverse
types
inscriptions
be
combined
with
each
other
creating
conceptual
sequences
and
thus,
crafting
narrative
for
formation
For
proper
synthesis
both
naturalistic
abstractive
hold
information
complement
is
suggested.
That
is,
such
photographs
morphological
relevance
their
referent
describing
at
same
time
everyday
knowledge,
well
equations
that,
from
perspective,
have
no
linear
connection
are
related
typical
visual
code
school
knowledge.
Thus,
existing,
transformed,
novel
create
continuums
offering
logical
connections
between
codes
experience
graphs,
equations.
From
teachers
students,
when
cooperate
human
body,
oral
language,
elements
space,
constitute
critical
aspect
in
multimodal
communication
within
classrooms.
Язык: Английский
O CINEMA COMO FERRAMENTA PEDAGÓGICA MULTIMODAL NO ENSINO DE CIÊNCIAS E BIOLOGIA
Revista Ciências & Ideias ISSN 2176-1477,
Год журнала:
2024,
Номер
unknown, С. e24152543 - e24152543
Опубликована: Июнь 14, 2024
Este
trabalho
de
cunho
teórico
propõe
uma
leitura
integrada
entre
os
referenciais
da
Multimodalidade
Representacional
e
do
Cinema,
discutindo
suas
contribuições
como
ferramenta
pedagógica
no
ensino
Ciências
Biologia.
Os
problemas
centrais
examinados
são
a
integração
múltiplos
modos
representação
facilitada
pelo
sincretismo
semiótico,
pode
melhorar
compreensão
dos
alunos
em
conceitos
científicos
complexos,
também
essa
o
engajamento
na
aprendizagem
tais
conceitos.
Utilizou-se
metodologia
revisão
integrativa
literatura
para
analisar
estudos
sobre
Cinema.
Conclui-se
que
ao
combinar
elementos
visuais,
auditivos
textuais,
oferece
plataforma
dinâmica
aprendizagem,
superando
as
limitações
das
abordagens
tradicionais.
A
teorias
Cinema
proporciona
abordagem
inovadora
relevante
educação
científica.
Diante
realizada,
conclui-se
é
multimodal
com
grande
potencial
promoção