Multiple Modes In Science Instruction: Diversifying Opportunities For Students To Learn

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Rachel E. Wilson , Associate Professor (Creator)
Appalachian State University (ASU )
Web Site:

Abstract: To become scientifically literate, students need to interpret science concepts using numbers, text, and visuals. Scientists use multiple modes to communicate their ideas to each other and the public, including images, text, mathematical notations, symbols, diagrams, charts, and graphs. Several of the science and engineering practices in the Next Generation Science Standards incorporate multiple modes of representing information: developing and using models; analyzing and interpreting data; using mathematical and computational thinking; and obtaining, evaluating, and communicating data. Here, Wilson and Bradbury discuss the benefits of multiple modes in science instruction and how teachers can incorporate them in their teaching.

Additional Information

Wilson, R., & Bradbury, L. (2019). Multiple modes in science instruction: Diversifying opportunities for students to learn. Science and Children, 57(1), 77-81. Publisher version of record available at:
Language: English
Date: 2019
teaching science, education, science instruction, science, engineering, science concepts, curriculum, teaching modes, visuals, symbols, diagrams, charts

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