The Effects of Multi-Modal Representations Used within the Context of Process-Based Instruction on Problem Solving, Academic Achievement, and Retention

Year 2019, , 278 - 290, 13.12.2019

Bilal Duman , Ali Yakar

https://doi.org/10.33200/ijcer.566067

Abstract

The purpose of the present study is to determine the effects of two
multi-modal representations, the use of text and graph for learning, on problem
solving, academic achievement and retention when used in a process-based
instruction (PBI). The study was designed as quasi-experimental study complying
with pretest-posttest control group design. The study group consists of
(N=30+34=64) students from the department of classroom teacher education in the
Education Faculty of a university from west of Turkey in 2015-2016 academic
year. The data in the study were collected through problem solving inventory,
texts written and graphs drawn by the students and academic achievement test. For
the data analysis, independent-sample t-test, Kruskal Wallis H-Test and
descriptive analysis techniques were used. According to the findings obtained
in the present study, it can be argued that while there is no significant
difference between the academic achievements and problem solving skills of the
students carrying out their learning activities according to drawing-modal
representation and those of the students carrying out their learning activities
according to writing-modal representation, a significant difference in terms of
their retention was observed.

Keywords

Process-based instruction, multi-modal representations, problem solving, academic achievement, retention

References

• Andersen, M. F., & Munksby, N. (2018). Didactical design principles to apply when introducing student-generated digital multimodal representations in the science classroom. Designs for Learning, 10(1), 112–122.
• Apps, J. W. (1994). Leadership for the emerging age: Transforming practice in adult and continuing education. San Francisco: Jossey-Bass.
• Ashman, A. F., & Conway, R. N. F. (1993). Using cognitive methods in the classroom. London: Routledge.
• Ashman, A. F., Wright, S. K., & Conway, R. F. (1994). Developing the metacognitive skills of academically gifted students in mainstream classrooms. Roeper Review, 16(3), 198.
• Atila, M. E., Günel, M., & Büyükkasap, E. (2010). Betimleme modlarının öğrenme amaçlı yazma aktiviteleri içerisindeki kullanım varyasyonlarının ilköğretim “kuvvet ve hareket” konularının öğrenimi üzerine etkisi [The effect of variations in the use of multi-modal representations in writing activities for learning purposes on the learning of "force and movement" subjects]. Journal of Turkish Science Education, 7(4), 113-127.
• Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287.
• Barker, W. (1989). A rose by any other context: A process model for adult learners. Equity & Excellence, 24(3), 43-45.
• Bolhuis, S. (2003). Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective. Learning and Instruction, 13, 327-347.
• Borthwick, F., Lefoe, G., Bennett, S., & Huber, E. (2007). Applying authentic learning to social science: A learning design for an inter-disciplinary sociology subject. Journal of Learning Design, 2(1), 14-24.
• Carver, C. H., & Scheier, M. F. (1998). (Ed.). On the self-regulation of behaviour. Cambridge University Press.
• Chan, D. Y., & Fong, K. N. (2011). The effects of problem-solving skills training based on metacognitive principles for children with acquired brain injury attending mainstream schools: a controlled clinical trial. Child Assessment Centre, Department of Health, Hong Kong, People's Republic of China.
• Connell, J., & Seville, P. (2009). Process-based learning: A model of collaboration. Teaching Showcase Proceedings.
• Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533-568.
• Duman, B. (2002). Süreç-temelli öğretimin ilköğretim 6. sınıf sosyal bilgiler öğretiminde öğrencilerin akademik başarısı ve kalıcılığı üzerindeki etkileri [The effects of process-based teaching on students' academic achievement and retention in 6th grade social studies teaching]. Unpublished Doctoral Dissertation. Çukurova University, Social Sciences Institute, Adana.
• Duman, B. (2008). Öğrenme-öğretme kuramları ve süreç temelli öğretim [Learning-teaching theories and process-based teaching]. Reviewed 2. volume. Ankara: Anı Publishing.
• Duman, B. (2009). Neden beyin temelli öğrenme? [Why brain-based learning?]. Volume 2. Ankara: Pegem Academy.
• Günel, M., Atila, M. E., & Büyükkasap, E. (2009). Farklı betimleme modlarının öğrenme amaçlı yazma aktivitelerinde kullanımlarının 6. sınıf “yaşamımızdaki elektrik” ünitesinin öğrenimine etkisi [The effect of the use of multi-modal representations and learning activities for the learning of 6th grade the unit of “electricity in our life”]. Elementary Education Online, 8(1), 183-199.
• Hand, B., Günel, M., & Ulu, C. (2009). Sequencing embedded multimodal representations in a writing- to- learn approach to the teaching of electricity. Journal of Research in Science Teaching, 3(46), 225-247.
• Hermann, A. (2002). Teaching critical thinking online. Journal of Instructional Psychology, 29(2), 53-76.
• Hoban, G., & Nielsen, W. (2011). Using “Slowmation” to enable preservice primary teachers to create multimodal representations of science concepts. Res Sci Educ, 42, 1101–1119.
• Knowles, M. S., & Associates. (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass.
• McDermott, M. A., & Hand, B. (2009). The impact of embedding multiple modes of representing science information in text on conceptual understanding in chemistry. Paper presented at the European Science Education Research Association (ESERA), İstanbul.
• Prain, V., & Waldrip, B. (2006). An exploratory study of teachers’ and students’ use of multimodal representations of concepts in primary science. International journal of Science Education, 28(15), 1843-1866.
• Rivard, P. L., & Straw, B. S. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84, 566-593.
• Rodriguez-Fornells, A., & Maydeu-Olivares, A. (2000). Impulsive/careless problem solving style as predictor of subsequent academic achievement. Personality and Individual Differences, 28, 639-645.
• Şendağ, S., & Odabaşı, H. F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education, 53, 132–141.
• Stupnisky, R. H., Renaud, R. D., Daniels, L. M., Haynes T. L., & Perry, R. P. (2008). The interrelation of first-year college students’ critical thinking disposition, perceived academic control, and academic achievement. Res High Educ, 49, 513–530.
• Tang, K., & Birr Moje, E. (2010). Relating multimodal representations to the literacies of science. Res Sci Educ, 40, 81–85.
• Tang, K., Delgado, C., & Birr Moje, E. (2014). An integrative framework for the analysis of multiple and multimodal representations for meaning-making in science education. Science Education, 98(2), 305-326.
• Taylor, J., & Villanueva, M. G. (2014). The power of multimodal representations – Creating and using visual supports for students with incidence disabilities. Science and Children, 51(5), 60-65.
• Van Rooy, W. S. (2012). Using information and communication technology (ICT) to the maximum: Learning and teaching biology with limited digital technologies. Research in Science & Technological Education, 30(1), 65–80.
• Van Rooy, W. S., & Chan, E. (2017). Multimodal representations in senior biology assessments: A case study of NSW Australia. Int J of Sci and Math Educ, 15, 1237–1256. Vermunt, J. D. (1995). Process-oriented instruction in learning and thinking strategies. European Journal of Psychology of Education, 10(4), 325-349.
• Wong, B. Y. L. (1992). On cognitive process-based instruction: An introduction. Journal of Learning Disabilities, 25(3), 150-152.
• Zimmerman, B. J., & Schunk, D. H. (1989). (Eds.). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer-Verlag.