Date of Award

Spring 5-23-2013

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Peter Veronesi

Abstract

Abstract 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.

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