The material features of multiple representations and their cognitive and social affordances for science understanding

By Robert B. Kozma. 2003

567 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9501e9c3350bdc3e5875ad599b1dfcd9b9faad61

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Building Cohesion Across Representations: A Mechanism for STEM Integration (2013, background): “We assume that knowledge and action are socially constituted and are situated in the embodied, material, social, and cultural ecologies under observation (Jordan & Henderson, 1995; Kozma, 2003).”
Students' Ideas about Reaction Rate and its Relationship with Concentration or Pressure (2006, background): “Teaching about Multiple Representations Rather than just through Multiple Representations This research shows that students had difficulties in making transformations within and across different representational forms (cf., Kozma, 2003).”
The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “Chemists and chemistry teachers are comfortable moving between the three levels of representation, but students of chemistry find that moving between the three levels is difficult (Kozma, 2003).”
Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012, background): “…benefits in student representational construction, including Bransford and Schwartz (1999), Cox (1999), diSessa (2004), Greeno and Hall (1997), Kozma (2003), Kozma and Russell (2005), and others, and through extensive analyses of student representations arising from our research over the last…”
Supporting students' learning with multiple representations in a dynamic simulation-based learning environment (2006, background): “Several studies (e.g., Kozma, 2003; e.g., Tabachneck, Leonardo, & Simon, 1994) have shown the last two abilities ‐ relating and translating between representations ‐ are difficult for learners.”
Can generating representations enhance learning with dynamic visualizations (2011, background): “While expert chemists can move easily between different representations and understand relationship among representations, novice students find it challenging to understand chemical phenomena at the molecular or submicro level and link with other representations (Kozma, 2003; Kozma & Russell, 1997).”
Drawing to reason and learn in science (2020, result): “This claim is consistent with a large body of research into the multimodal nature of science teaching and learning (Kress & van Leeuwen, 2006; Lemke, 2004), expert problem-solving (Gilbert, 2005; Kozma, 2003; Kozma & Russell, 1997), and knowledge creation in the discipline (Gooding, 2006).”
Representation use and Strategy choice in physics problem solving (2012, methodology): “Being skilled in using different representations and in coordinating multiple representations is highly valued in physics, both as a tool for understanding concepts (Kozma, 2003; McDermott, 2004) and as a means to facilitate problem solving (Dufresne, Gerace, & Leonard, 1997; Heller, Keith, & Anders”
Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions. (2011, background): “We believe that these results are consistent with past research showing that novices, unlike experts, underuse visual representations during problem solving (Kozma, 2003).”
Examining the Use of Talk and Writing for Students' Development of Scientific Conceptual Knowledge Through Constructing and Critiquing Arguments (2016, background): “…to offload their working memory on a written text, which provides themwith a sort of external memory that then allows them to recursively “look forward” to the text to change their original response on the basis of further thinking (Kozma, 2003; Mayer & Moreno, 2003; Young & Sullivan, 1984).”
An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education (2014, background): “Research on multiple representations has focused on how the use of more than one representation affects student understanding (e.g., Ainsworth, 2006; Gilbert & Treagust, 2009; Kozma, 2003; Prain, Tytler, & Peterson; 2009).”
Representational Translation With Concrete Models in Organic Chemistry (2012, background): “…in practice, although novices often have difficulty mastering the use of representations in scientific disciplines, such as biology, physics, chemistry, geosciences, and mathematics (Ishikawa & Kastens, 2004; Kastens & Ishikawa, 2006; Kozma, 2003; Novick & Catley, 2007; Schoenfeld, 1992).”
College Students Solving Chemistry Problems: A Theoretical Model of Expertise (2009, result): “Our problem conceptualization findings are consistent with the general literature in problem solving which suggests that schematic knowledge enhances performance (Kozma, 2003; Mason, Shell, & Crawley, 1997; Taconis et al., 2001).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “Multiple-representation research (e.g. Ainsworth, 2008; Gilbert & Treagust, 2009; Kozma, 2003) investigates the use of more than one representation at a”