ABSTRACT
Learning in science and the strategies used when learning science topics have been primarily situated in studies of text processing or as scientific word problems that rely primarily on mathematics strategies, such as calculating how fast an object falls from a certain height, rather than on scientific experimentation. While the lack of research on domain-specific science strategies is disheartening, it is important to recognize that learning from text and the reading strategies used while reading about science are certainly important. Representational drawing in science can accomplish numerous aims including increasing engagement, representing complex phenomena, scientific reasoning, and communicating with other scientists. Inquiry-based strategies help the learner examine how variables within a scientific model influence each other. In addition to using inquiry and experimental strategies to understand relations between constructs, some fields of science rely on spatial strategies, particularly geology. Spatial recognition has been a component in quite a few investigations into science learning through hypermedia.
