{"title":"用图解法揭示两个文化群体的学生在生物五大王国教学表述上的差异","authors":"Yun-Ping Ge, Wen-Jin Yang, Hak-Ping Tam","doi":"10.1080/09500693.2024.2314009","DOIUrl":null,"url":null,"abstract":"This study based on cognitive and social semiotic theories investigates whether the influence of specific features of instructional representation from adolescent textbook images could last until a...","PeriodicalId":48341,"journal":{"name":"International Journal of Science Education","volume":"255 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Using a diagrammatic approach to reveal variations in students’ instructional representations about the five kingdoms in biology between two cultural groups\",\"authors\":\"Yun-Ping Ge, Wen-Jin Yang, Hak-Ping Tam\",\"doi\":\"10.1080/09500693.2024.2314009\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study based on cognitive and social semiotic theories investigates whether the influence of specific features of instructional representation from adolescent textbook images could last until a...\",\"PeriodicalId\":48341,\"journal\":{\"name\":\"International Journal of Science Education\",\"volume\":\"255 1\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-02-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/09500693.2024.2314009\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09500693.2024.2314009","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Using a diagrammatic approach to reveal variations in students’ instructional representations about the five kingdoms in biology between two cultural groups
This study based on cognitive and social semiotic theories investigates whether the influence of specific features of instructional representation from adolescent textbook images could last until a...
期刊介绍：
The International Journal of Science Education is firmly established as the authoritative voice in the world of science education. It bridges the gap between research and practice, providing information, ideas and opinion. It serves as a medium for the publication of definitive research findings. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal comprises peer-reviewed general articles, papers on innovations and developments, research reports and book reviews. Each volume contains a Special Issue devoted to a topic of major interest and importance, guest-edited by an acknowledged expert.
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