Brian Hand|Murat Günel|Cüneyt Ulu
Sequencing embedded multimodal representations in a writing to learn approach to the teaching of electricity
University of Iowa|Atatürk University|Marmara University
abstract study science topics especially physics students expected move different modes representation dealing particular concept science concept represented several different modes difficulty students often unable move multimodal representations thus struggle rich conceptual understanding topic study students asked explain understandings topic writing embedding different modes representation text text plus math text plus graph prepost test design used compare performances groups used different modes writing threestaged unit electricity students scores statistically different end first stage end stage 2 students asked embed mathematical representation letters explain concepts faradays law induction test scores significantly better either two conditions end stage 3 several statistical mean differences noted supporting pattern advantage using embedded text plus mathematical representation writings 2009 wiley periodicals inc j res sci teach 46 225247 2009