ERIC Number: EJ1058105
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: N/A
Teaching Multiple Modes of Representation in Middle-School Science Classrooms: Impact on Student Learning and Multimodal Use
Nixon, Ryan S.; Smith, Leigh K.; Wimmer, Jennifer J.
School Science and Mathematics, v115 n4 p186-199 Apr 2015
This quasi-experimental study investigated how explicit instruction about multiple modes of representation (MMR) impacted grades 7 (n = 61) and 8 (n = 141) students' learning and multimodal use on end-of-unit assessments. Half of each teacher's (n = 3) students received an intervention consisting of explicit instruction on MMR in science discourse, in addition to regular science instruction enhanced by a focus on MMR; comparison groups of students received regular science instruction. Three ordinary least squares regression models used student demographic variables and whether or not students received the intervention to predict students' (a) gain scores on end-of-unit tests, (b) voluntary use of embedded MMR on unit tests, and (c) retention of science knowledge as measured by a state end-of-level criterion-referenced assessment. Analyses showed that explicit instruction on MMR did not make a significant impact on student gain scores, the amount of embeddedness on unit tests, or end-of-level scores. However, Models 2 and 3 showed Hispanics and females used MMR more on end-of-unit tests than Whites or males, respectively, whether or not they received the intervention. Hispanics and females scored lower than Whites or males, respectively, on end-of-level, multiple-choice assessments. Implications for classroom teachers and educational researchers in relation to these underserved populations are discussed.
Descriptors: Quasiexperimental Design, Grade 7, Grade 8, Intervention, Science Instruction, Comparative Analysis, Experimental Groups, Control Groups, Regression (Statistics), Predictor Variables, Scores, Retention (Psychology), Knowledge Level, Criterion Referenced Tests, Tests, Gender Differences, Racial Differences, Ethnic Groups, Hispanic American Students, White Students, Multiple Choice Tests, Student Evaluation, Evaluation Methods, Teaching Methods, Learning Modalities
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Authoring Institution: N/A