The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Multiliteracies in Secondary Chemistry: A Model for Using Digital Technologies to Scaffold the Development of Students' Chemical Literacy
|
|
Author(s): Annette Hilton (University of Queensland, and CRC Sugar Industry Innovation through Biotechnology, Australia), Kim Nichols (University of Queensland, and CRC Sugar Industry Innovation through Biotechnology, Australia)and Christina Gitsaki (University of Queensland, and CRC Sugar Industry Innovation through Biotechnology, Australia)
Copyright: 2010
Pages: 23
Source title:
Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom
Source Author(s)/Editor(s): Darren Lee Pullen (University of Tasmania, Australia)and David R. Cole (University of Technology - Sydney, Australia)
DOI: 10.4018/978-1-60566-673-0.ch012
Purchase
|
Abstract
Digital technologies can play an important and significant role in improving students’ understanding and literacies (e.g., visual, digital, and critical literacies). To develop such multiliteracy skills, students need opportunities to process and communicate information or use specialised representations that characterise a subject area, often through multiple modalities. Digital technologies are important learning tools for helping students to interpret and communicate information multimodally. In chemistry, in particular, digital technologies are effective tools for supporting students’ understanding and representation of chemical concepts on macroscopic, molecular, and symbolic levels. Designing and scaffolding appropriate learning experiences in chemistry can be a challenge for teachers, particularly when integrating digital technologies with laboratory-based activities. The purpose of this chapter is to outline how a multiliteracies framework can be used to develop and deliver an investigative inquiry unit of work to chemistry students. It describes a scaffolding model developed and investigated through a study in which an introductory unit in senior chemistry was taught using a multiliteracies approach. It also describes student learning outcomes and perceptions of the usefulness of this scaffolding approach as these were identified through the study.
Related Content
|
Rozanne Tuesday Gonzales Flores, Rizza R. Consad, John Dale S. Belderol.
© 2026.
30 pages.
|
|
R. Velmurugan, R. Bhuvaneswari, M. Kalimuthu, Joji Abey.
© 2026.
28 pages.
|
|
Ali Geris, Taibe Kulaksız.
© 2026.
42 pages.
|
|
Goh Ying Yingsoon, Chen Yiming, Zhang Suyan, Zhang Haiyan, Tie Xiaoyao, Liu Wenpang.
© 2026.
36 pages.
|
|
Kumar Shashwat, Shiv Kumar Singh Pundhir.
© 2026.
40 pages.
|
|
Anamika Devi, Jennifer Cutri, Queena Y. Lee.
© 2026.
32 pages.
|
|
Andi Asrifan.
© 2026.
28 pages.
|
|
|