Date of Award
1-1-2010
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Education Theory and Practice
Program
Curriculum and Instruction
Content Description
1 online resource (iv, 192 pages) : PDF file, illustrations (some color)
Dissertation/Thesis Chair
Vicky Kouba
Committee Members
Audrey Champagne, Carla Meskill
Keywords
college science, multimodal learning theory, representations, science textbooks, thermodynamics, Science, Physics, College textbooks, Educational technology, Learning strategies
Subject Categories
Science and Mathematics Education
Abstract
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.
Recommended Citation
Donnelly, Suzanne Mary, "An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources" (2010). Legacy Theses & Dissertations (2009 - 2024). 167.
https://scholarsarchive.library.albany.edu/legacy-etd/167