Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

Purpose Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal,...