Journal article

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

A Carroll, RM Gillies, R Cunnington, M McCarthy, C Sherwell, K Palghat, F Goh, B Baffour, A Bourgeois, M Rafter, T Seary

Information and Learning Science | Published : 2019

Abstract

Purpose: Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge. Design/methodology/approach: A total of 214 students with a mean age of 11 years 6 months from seven primary sc..

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