Exploration of the Methods for Effective Uses of External Representations in Science Learning of Scientifically Gifted and General Students

Abstract

The purpose of this study is to explore the methods for the effective uses of the external representa tions in science learning of the scientifically gifted and general students. For this, this study reviewed the theories (e.g., dual coding theory, cognitive load theory, cognitive theory of multimedia learning, generative theory, and social constructivism theory), the principles (e.g., multiple representations princi ple, spatial contiguity principle, temporal contiguity principle, split-attention principle, coherence princi ple, and personalization principle), and the studies (e.g., drawing and writing) for the effective uses of the external representations in science learning, and provided the guideline to establish their effective uses in science learning of the scientifically gifted and general students.