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dc.contributor.advisorVeronesi, Peter
dc.contributor.authorTrifeletti, Leigh W.
dc.date.accessioned2021-09-07T21:51:34Z
dc.date.available2021-09-07T21:51:34Z
dc.date.issued5/23/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5372
dc.description.abstractAbstract The significance of this literature review is to examine the current beliefs and practices that bring scientific literacy into the classroom through writing in science and multi-modal representations. Areas of student intellectual abilities and cognitive processing skills are also examined. Through this review of the educational research, a pattern of significance emerged that supports the implementation of multi-modal guided note-packets in the science classroom. After a thorough review of the research findings, this paper will highlight the beneficial, and sometimes adversarial, effects of using multi-modal representation in enhancing and exploring scientific literacy and practice, while acquiring note-taking skills.
dc.subjectNote-Packets
dc.subjectPowerPoint Presentations
dc.subjectWriting In Science
dc.subjectGuided Notes
dc.subjectMulti-Modal Communication
dc.subjectEarth Science
dc.titleA Collection of Guided Note-packets and PowerPoint Presentations to be Used in the Earth Science Classroom: With a focus on multi-modal representations and writing in science
dc.typethesis
refterms.dateFOA2021-09-07T21:51:35Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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