The complex processes of collaborative knowledge construction require a multimodal approach to capture the interplay between learners, tools, and the environment. While existing studies have recognized the importance of considering multiple modalities, there remains a need for a comprehensive framework that explicitly models the dynamics of…

Spatial ability predicts success in STEM (Science, Technology, Education, and Mathematics) fields, particularly chemistry. This paper reports two studies investigating the unique contribution of mental rotation ability to spatial thinking in a STEM discipline. Using authentic disciplinary tasks from chemistry, we show that the difficulty of a…

Abstract electronics concepts are difficult to develop because the phenomena of interest cannot be readily observed. Visualisation skills support learning about electronics and can be applied at different levels of representation and understanding (observable, symbolic and abstract). Providing learners with opportunities to make transitions…

STEM instruction often uses visual representations. To benefit from these, students need to understand how representations show domain-relevant concepts. Yet, this is difficult for students. Prior research shows that physical representations (objects that students manipulate by hand) and virtual representations (objects on a computer screen that…

In this study, we follow students' modeling and covariational reasoning in the context of learning about big data. A three-week unit was designed to allow 12th grade students in a mathematics course to explore big and mid-size data using concepts such as trend and scatter to describe the relationships between variables in multivariate settings.…