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

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An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education (2014, background): “The term “multiple representations” denotes the practice of representing to students the same concept through different representational forms (Prain & Waldrip, 2006).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, unknown): “…on various aspects of representation including representational competence (e.g. Botzer & Reiner, 2007; Jewitt, Kress, Ogborn, & Tsatsarelis, 2001; Prain & Waldrip, 2006), student agency (e.g. Reiss, Boulter, & Tunnicliffe, 2007; Tytler, Peterson, & Prain, 2006; Tytler, Prain, & Peterson, 2007;…”
Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, background): “Using multiple representations and multimodal experiences has also been shown to promote improved conceptual understandings (e.g., Prain & Waldrip, 2006).”