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
|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|
|Keywords:||College science, Multimodal learning resources, Multimodal learning theory, Physics, Representations, Science, Science textbooks, Textbooks, Thermodynamics|
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