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Introduction to Multiple Representations: Their Importance in Biology and Biological Education
16 references·7 citing·45 second hop
Introduction to Multiple Representations: Their Importance in Biology and Biological Education (2012)Introduction to Multiple Representations:…Learning with Multiple Representations (2012)Learning with Multiple Repres…Multiple Representations in Chemical Education (2009)Multiple Representations in C…Visualization: Theory and Practice in Science Education (2007)Visualization: Theory and Pra…The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2007)The Educational Value of Mult…Metaphor and Analogy in Science Education (2006)Metaphor and Analogy in Scien…DeFT: A conceptual framework for considering learning with multiple representations (2006)DeFT: A conceptual framework …Interactive multimedia and model-based learning in biology (2000)Interactive multimedia and mo…The functions of multiple representations (1999)The functions of multiple rep…International Handbook of Science Education (1998)International Handbook of Sci…Cognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, learni…Why is science difficult to learn? Things are seldom what they seem (1991)Why is science difficult to l…Talking science: language, learning, and values (1991)Talking science: language, le…Similarity and Analogical Reasoning (1989)Similarity and Analogical Rea…Multiple analogies for complex concepts: antidotes for analogy-induced misconception in advanced knowledge acquisition (1989)Multiple analogies for comple…Mental Representations: A Dual Coding Approach (1986)Mental Representations: A Dua…Mental Models (1983)Mental ModelsYoung Students’ Reasoning About Ecosystems: the Role of Systems Thinking, Knowledge, Conceptions, and Representation (2020)Young Students’ Reasoning Abo…Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains (2020)Practicing Connections: A Fra…Multiple Representations in Physics and Science Education – Why Should We Use Them? 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(1977)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)SCRIPTS, PLANS, GOALS, AND UNDERSTANDING (1988)What's basic about basic emotions? (1990)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)Toward a Theory of Instruction (1966)Cognitive Load During Problem Solving: Effects on Learning (1988)Cognitive Architecture and Instructional Design (1998)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Drawing to Learn in Science (2011)Digital support for student engagement in blended learning based on self-determination theory (2021)Architecture of Cognition (1983)Exploring visuospatial thinking in chemistry learning (2004)Metarepresentation: Native Competence and Targets for Instruction (2004)An Integrated Model of Text and Picture Comprehension (2005)Advances in Instructional Psychology (2019)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Children's ideas in science (1985)Chemical Education: Towards Research-based Practice (2003)Macro, Submicro, and Symbolic: The many faces of the chemistry “triplet” (2010)The Presentation of Self in Everyday Life. (1956)Studies in Ethnomethodology. (1968)Establishing the norms of scientific argumentation in classrooms (2000)Enhancing the quality of argumentation in school science (2004)Where's the evidence that active learning works? (2006)Distinction: A Social Critique of the Judgement of Taste* (2018)Dual coding theory: Retrospect and current status. (1991)Origins of the modern mind: three stages in the evolution of culture and cognition (1992)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Articulating communities: Sociocultural perspectives on science education (2001)Conceptual change: A powerful framework for improving science teaching and learning (2003)Project-Based Learning (2014)Adult attachment, working models, and relationship quality in dating couples. (1990)A Design Science Research Methodology for Information Systems Research (2007)Learning by Expanding (2014)
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References

  • 1986Mental Representations: A Dual Coding Approach5,111 cited
  • 1991Talking science: language, learning, and values3,996 cited
  • 1994Cognitive load theory, learning difficulty, and instructional design3,815 cited
  • 1989Similarity and Analogical Reasoning2,390 cited
  • 2006DeFT: A conceptual framework for considering learning with multiple representations1,668 cited
  • 1998International Handbook of Science Education1,481 cited
  • 1983Mental Models1,324 cited
  • 1991Why is science difficult to learn? Things are seldom what they seem1,317 cited
  • 1999The functions of multiple representations1,130 cited
  • 2009Multiple Representations in Chemical Education487 cited
  • 2007The Educational Value of Multiple-representations when Learning Complex Scientific Concepts360 cited
  • 1989Multiple analogies for complex concepts: antidotes for analogy-induced misconception in advanced knowledge acquisition305 cited
  • 2007Visualization: Theory and Practice in Science Education289 cited
  • 2012Learning with Multiple Representations277 cited
  • 2006Metaphor and Analogy in Science Education253 cited
  • 2000

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Interactive multimedia and model-based learning in biology
237 cited

Cited by

  • 2016Representational competence: towards a distributed and embodied cognition account85 cited
  • 2017Multiple Representations in Physics and Science Education – Why Should We Use Them?71 cited
  • 2020Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains69 cited
  • 2015Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching67 cited
  • 2020Young Students’ Reasoning About Ecosystems: the Role of Systems Thinking, Knowledge, Conceptions, and Representation62 cited
  • 2016Molecular Mechanistic Reasoning: Toward Bridging the Gap Between the Molecular and Cellular Levels in Life Science Education62 cited
  • 2017Insights from introducing natural selection to novices using animations of antibiotic resistance10 cited