The Educational Value of Multiple-representations when Learning Complex Scientific Concepts

By Shaaron E. Ainsworth. 2008

370 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/c0f4f0ea783c746bb89d711441d90f1d959f0b62

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In Experimental and Cognitive Psychology

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Citations in the corpus

The Practicality and Effectiveness of Collaborative Creativity Learning (CCL) Model by Using PhET Simulation to Increase Students’ Scientific Creativity (2018, result): “This is reinforced by research results (Ainsworth 1999; Ainsworth, 2008; Ciais et al., 2005; Maor, 2001) that the multirepresentation approach has three major advantages, as a complement, interpretation barrier, and can build a more comprehensive understanding.”
What Teachers of Science Need to Know about Models: An overview (2011, background): “…researchers emphasise that if students are allowed to build their own mental representations and present them publicly, it can result in better understanding of the targeted phenomena and processes (Ainsworth, 2008; Gobert, 2000; Michalchik, Rosenquist, Kozma, Kreikemeier, & Schank, 2008).”
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 time, although representations might be in a single sensory mode (e.g. visual representations as words, pictures, and symbols) or in multiple…”
Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012, background): “There is extensive research on what and how students learn from interpreting expert representations (Ainsworth, 2006, 2008a, 2008b, 2008c; Gilbert, 2005), with strong theoretical justifications for why this learning is enabled (Ainsworth, 1999; Mayer, 2003; Paivio, 1986), drawing on cognitive…”
Drawing to reason and learn in science (2020, background): “Cognitive research has investigated the role of different representational modes and how these might best be coordinated to support conceptual learning (Ainsworth, 2006, 2008).”