Multiliteracies in secondary chemistry: A model for using digital technologies to scaffold the development of students' chemical literacy

Hilton A., Nichols K. and Gitsaki C. (2009). Multiliteracies in secondary chemistry: A model for using digital technologies to scaffold the development of students' chemical literacy. In Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom (pp. 186-208) : IGI Global. doi:10.4018/978-1-60566-673-0.ch012


Author Hilton A.
Nichols K.
Gitsaki C.
Title of chapter Multiliteracies in secondary chemistry: A model for using digital technologies to scaffold the development of students' chemical literacy
Title of book Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom
Publisher IGI Global
Publication Year 2009
Sub-type Research book chapter (original research)
DOI 10.4018/978-1-60566-673-0.ch012
ISBN 9781605666730
Start page 186
End page 208
Total pages 23
Subjects 3300 Social Sciences
Abstract/Summary 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.
Q-Index Code B1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Book Chapter
Collection: Scopus Import
 
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Created: Tue, 28 Jun 2016, 18:04:47 EST by System User