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The role of embodied representations in the construction of meaning in the primary science classroom

This study draws on data from a larger ARC-funded study (Equalprime) to investigate the role of embodiment in explanation and reasoning within science education. In particular, the study focuses on the relationship between the generative elements of explanation and their evaluation from a process-based, multi‐modal perspective.


Researchers

Dr Khadeeja Ibrahim‐Didi

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