Teacher orchestration of multimodal resources to support the construction of an explanation in a Year 4 Astronomy topic
Video-based classroom research is opening-up exciting new insights into how teachers generate productive opportunities for student engagement in quality learning. This research reveals the extent to which effective teachers draw on a range of multimodal representations of science phenomena and learn...
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Veröffentlicht in: | Teaching science (Deakin West, A.C.T.) A.C.T.), 2013-03, Vol.59 (1), p.7-15 |
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creator | Hackling, Mark Murcia, Karen Ibrahim-Didi, Khadeeja |
description | Video-based classroom research is opening-up exciting new insights into how teachers generate productive opportunities for student engagement in quality learning. This research reveals the extent to which effective teachers draw on a range of multimodal representations of science phenomena and learners must use these as semiotic resources for learning. This case study of a Year 4 class studying an introductory astronomy unit offers insights into a teacher's orchestration of a range of multimodal representations to support the co-construction of an explanation for a science phenomenon. The case study school is a co-educational government school which is situated in the north-eastern suburbs of Perth, Western Australia. [Author abstract, ed] |
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source | Informit Humanities & Social Sciences Collection; Education Source |
subjects | Astronomy Australia Case Studies Class Activities Classroom Techniques Concept Teaching Educational Practices Ethnography Focus Groups Foreign Countries Grade 4 Instructional Materials Interviews Material Development Multimedia teaching Primary education Primary school science Primary school teachers Scaffolding (Teaching technique) Science Instruction Science teaching Scientific Concepts Teaching effectiveness Teaching Methods Video Technology Year 4 |
title | Teacher orchestration of multimodal resources to support the construction of an explanation in a Year 4 Astronomy topic |
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