Impacts of Multi‐representational Instruction on High School Students’ Conceptual Understandings of the Particulate Nature of Matter
By Emine Adadan, K. Irving, Kathy Cabe Trundle. 2009
94 citations recorded by the source corpus.
Subfields: Education, Physical and Theoretical Chemistry, Social Psychology
View Paper: https://www.semanticscholar.org/paper/bfb6bb67ee813e84049eb541de1e6b6be4857bfd
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In Education
In Physical and Theoretical Chemistry
In Social Psychology
Citations in the corpus
- The Effectiveness of Process Oriented Guided Inquiry Learning to Reduce Alternate Conceptions in Secondary Chemistry (2011, background): “Adadan et al. (2010) investigated the patterns of thinking exhibited by high school chemistry students as they developed concepts related to the PNM utilizing a pedagogy featuring multi-representational instruction to reduce the abstract nature of the topic studied.”
- What Teachers of Science Need to Know about Models: An overview (2011, background): “Furthermore, evidence shows that when models in multiple forms of representation are presented in an appropriate manner, it fosters effective learning (Adadan, Irving, & Trundle, 2009 ; Ainsworth, 2008 ; Tsui & Treagust, 2003 ).”
- What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, background): “Representations such as labelled diagrams afford low-pressure assessment opportunities and can aid students in thinking about concepts (e.g. Adadan et al., 2009; Pappas & Varelas, 2009).”