Book chapter
Multiple representations and students’ conceptual change in science
Converging Perspectives on Conceptual Change, pp.121-128
Routledge as part of the Taylor and Francis Group
2017
Abstract
Conducting research from the vantage point of conceptual change and multiple representations can provide a powerful theoretical framework for better understanding of teaching and learning in science. This chapter examines a conceptual change framework involving epistemological, ontological and social/affective dimensions and reviews some research studies on the use of multiple representations with the framework. While most reviewed studies do not consider all three aspects of conceptual change, we describe an approach that addresses this deficiency and recommend a direction of improved linking between the two literatures at a level that is more fruitful than is currently the case.
Details
- Title
- Multiple representations and students’ conceptual change in science
- Authors/Creators
- D.F. Treagust (Author/Creator)M. Won (Author/Creator)F. McLure (Author/Creator)
- Contributors
- T.G. Amin (Editor)O. Levrini (Editor)
- Publication Details
- Converging Perspectives on Conceptual Change, pp.121-128
- Publisher
- Routledge as part of the Taylor and Francis Group
- Identifiers
- 991005541702407891
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Book chapter
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