Dissertation/Thesis Abstract

An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources
by Donnelly, Suzanne M., Ph.D., State University of New York at Albany, 2010, 196; 3398649
Abstract (Summary)

This study features a comparative descriptive analysis of the physics content and representations surrounding the first law of thermodynamics as presented in four widely used introductory college physics textbooks representing each of four physics textbook categories (calculus-based, algebra/trigonometry-based, conceptual, and technical/applied). Introducing and employing a newly developed theoretical framework, multimodal generative learning theory (MGLT), an analysis of the multimodal characteristics of textbook and multimedia representations of physics principles was conducted. The modal affordances of textbook representations were identified, characterized, and compared across the four physics textbook categories in the context of their support of problem-solving.

Keywords: college science, science textbooks, multimodal learning theory, thermodynamics, representations

Indexing (document details)
Advisor: Kouba, Vicky
Commitee: Champagne, Audrey, Meskill, Carla
School: State University of New York at Albany
Department: Educational Theory and Practice-Curriculum and Instruction
School Location: United States -- New York
Source: DAI-A 71/05, Dissertation Abstracts International
Subjects: Science education
Keywords: College science, Multimodal learning resources, Multimodal learning theory, Physics, Representations, Science, Science textbooks, Textbooks, Thermodynamics
Publication Number: 3398649
ISBN: 978-1-109-72152-2
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