Change of using skills of modsal representation of secondary school students

The purpose of this study is to examine fifth grade students' meaning and the ability to use modal representation in science. As modal representation, graphics, pictures, tables, diagrams, mathematical expressions, lists and diagrams are described. The sample of this study consists of 38 students studying in two fifth grade branches of a school affiliated to the Ministry of National Education in a rural district in the east of Turkey in 2016-2017. A type of mixed-methods design, convergent parallel design, was used in the study. As data collection tools science achievement test, Student Opinion Survey about Modal Representation Questionnaire, semi-structured interviews, letters and Modal Representation Recognition Forms were used in the research. The quantitative data were analyzed by, percentage, frequency analyses and t Test. The qualitative data were analyzed with descriptive statistics. The results revealed that the modal representations had significant impact on students' conceptual understanding of science. However this research results showed that identifying modal representations and understanding their functions process has improved the learners' ability to use and identifying modal descriptions, and changed students' preference about use modal representation. Keywords: Modal Representations, Writing to learn, Multi Modal Representation, Science Education