Examining the Impact of Student Use of Multiple Modal Representations in Constructing Arguments in Organic Chemistry Laboratory Classes

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The tip of the iceberg in organic chemistry classes: how do students deal with the invisible? (2015, background): “Hand and Choi (2010) analysed multi-modal representations— such as graphs, drawings, and mathematical or chemical equations—that undergraduate students constructed during an organic chemistry laboratory class that used the Science Writing Heuristic approach.”