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    Students' Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism

    200145_200145b.pdf (794.2Kb)
    Access Status
    Open access
    Authors
    Won, Mihye
    Yoon, H.
    Treagust, David
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Won, M. and Yoon, H. and Treagust, D. 2014. Students' Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism. Science Education. 98 (5): pp. 840-866.
    Source Title
    Science Education
    DOI
    10.1002/sce.21128
    ISSN
    0036-8326
    School
    Science and Mathematics Education Centre (Research Institute)
    Remarks

    This is the accepted version of the following article: Won, M. and Yoon, H. and Treagust, D. 2014. Students' Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism. Science Education. 98 (5): pp. 840-866, which has been published in final form at http://doi.org/10.1002/sce.21128

    URI
    http://hdl.handle.net/20.500.11937/26961
    Collection
    • Curtin Research Publications
    Abstract

    The purpose of this study was to understand how students utilized multiple representations to learn and explain science concepts, in this case the human breathing mechanism. The study was conducted with Grade 11 students in a human biology class. Semistructured interviews and a two-tier diagnostic test were administered to evaluate students’ learning strategies of integrating multiple representations. The functions of multiple representations (complementary, constraining, and deeper understanding) suggested by Ainsworth (2008) were adapted as the analytical framework to better describe the participating students’ learning strategies with multiple representations (access complementary information, apply one representation to interpret the other, and evaluate representations). The categorization of students’ learning strategies facilitated interpreting their diverse understanding in relation to the multiple representations. In addition to a summary of students’ learning strategies, three case examples are presented to show how the framework was applied in the analysis and to discuss how the learning strategies interacted with students’.

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