Epilogue: Plotting a Research Agenda for Multiple Representations, Multiple Modality, and Multimodal Representational Competency

[1]  Mark Torrance,et al.  Writing as a Knowledge-Constituting Process , 1999 .

[2]  Len Unsworth,et al.  Teaching Multiliteracies Across the Curriculum: Changing Contexts of Text and Image in Classroom Practice , 2001 .

[3]  Richard Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[4]  Miriam Reiner,et al.  Visualization : theory and practice in science education , 2008 .

[5]  Russell N. Carney,et al.  Pictorial Illustrations Still Improve Students' Learning from Text , 2002 .

[6]  Richard E. Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[7]  A. diSessa Metarepresentation: Native Competence and Targets for Instruction , 2004 .

[8]  Mark Torrance,et al.  Knowing what to write : conceptual processes in text production , 1999 .

[9]  Perry D. Klein,et al.  The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science , 2006 .

[10]  Z. Fang Scientific literacy: A systemic functional linguistics perspective , 2005 .

[11]  Michael J. Ford,et al.  Chapter 1: Redefining Disciplinary Learning in Classroom Contexts , 2006 .

[12]  Jean-François Rouet,et al.  Understanding multimedia documents - an introduction , 2008 .

[13]  Benefits for Environmental Decisions,et al.  Commission On Behavioral and Social Sciences And Education , 1990 .

[14]  Jean-François Rouet,et al.  Understanding Multimedia Documents , 2010 .

[15]  A. Paivio,et al.  Comparisons of mental clocks. , 1978, Journal of experimental psychology. Human perception and performance.

[16]  James Paul Gee,et al.  Message from the “Island group”: What is literacy in science literacy? , 2003 .

[17]  Kay L. O’Halloran,et al.  Multimodal Discourse Analysis: Systemic Functional Perspectives , 2006 .

[18]  Jean Trumbo,et al.  Visual Literacy and Science Communication , 1999 .

[19]  Jayashree Ramadas,et al.  Visual and Spatial Modes in Science Learning , 2009 .

[20]  John K. Gilbert,et al.  Models and Modelling: Routes to More Authentic Science Education , 2004 .

[21]  Zhihui Fang,et al.  The Language Demands of Science Reading in Middle School , 2006 .

[22]  K. Norwood,et al.  A Case Study of Teacher Beliefs on Students' Beliefs about Multiple Representations , 2004 .

[23]  John K. Gilbert,et al.  Visualization: An Emergent Field of Practice and Enquiry in Science Education , 2008 .

[24]  Michael Ford,et al.  Disciplinary Authority and Accountability in Scientific Practice and Learning , 2008 .

[25]  Brian M. Hand,et al.  Science inquiry, argument and language : a case for the science writing heuristic , 2008 .

[26]  Richard Lowe,et al.  Animation and learning: selective processing of information in dynamic graphics , 2003 .

[27]  M. Halliday Learning How to Mean: Explorations in the Development of Language , 1975 .

[28]  Richard E. Mayer,et al.  The Cambridge Handbook of Multimedia Learning: Cognitive Theory of Multimedia Learning , 2005 .

[29]  Carolyn S. Wallace,et al.  New directions in language and science education research , 2004 .

[30]  R. Mayer,et al.  Multimedia Learning: Frontmatter , 2001 .

[31]  Wolfgang Schnotz,et al.  Commentary: Towards an Integrated View of Learning from Text and Visual Displays , 2002 .

[32]  H. Schweingruber,et al.  TAKING SCIENCE TO SCHOOL: LEARNING AND TEACHING SCIENCE IN GRADES K-8 , 2007 .