This study demonstrates how K-2 teachers incorporate multiple representations when teaching their students about the Properties of Matter. Additionally, it portrays how students generate meaning of the science content through different modalities. Implications for professional development and teacher education programs will be discussed.
Heidi L. Wiebke (Indiana University)
Meredith A. Park Rogers (Indiana University)
Jared Allen (Indiana University)
Susan Hawkins (Indiana University)
Friday January 9, 2015 9:15am - 10:15am PST
Salon H