Applying Multimodal Analysis Tools for STEM Education Research: Example From an Elementary Engineering Design Challenge

• In Event: Researching Discourse and Social Practices in Science and Engineering Education

Abstract

Overview and Objective of Poster
Due to educational reform (NGSS Lead States, 2013) and growing interest in STEM integration, young students have the opportunity to engage in science and engineering practices in units that connect concepts from multiple disciplines. There is limited literature addressing STEM integration challenges and how to design the learning environment to optimize opportunities. Engineering practices are design-oriented and have an increased emphasis on materials and their limits, which needs to be addressed when researching how students engage in engineering-integrated curriculum. Tools from microethnography and multimodal semiotics analysis are uniquely suited to shed light on student and material interactions during the engineering design process. This poster will describe how to systematically analyze video data with a multimodal focus, best suited for engineering education and other contexts where the process is as important as the end goal.

Theoretical Framework
This poster will focus on multimodality as described by Kress et al. (2001) and Jewitt, Bezemer, and O’Halloran (2016). Multimodal semiotics analysis takes into account the materiality and meaning-making potential of different modes (image, speech, writing, gesture, etc.) and how the learner as a sign-maker has agency to transform and assemble them together. Interactional sociolinguistics (Gumperz, 2001) and microethnography (Erickson, 1992; Author1, 1997) will be described briefly to address how speech events can be analyzed within the larger context through an inductive approach.

Methods
A systematic qualitative approach to video analysis will introduce aspects of microethnography using event mapping. Using theoretical sampling, portions of video will be selected for transcription using a multimodal approach. The analysis provides for content and layout of transcripts to account for representing multiple modes with equal importance.

Data sources, evidence, objects, or materials
Sample data from an engineering-integrated test curriculum project will be presented to illustrate how to conduct multimodal analysis of students engaging in engineering and science practices. The episode featured will show how to use multimodal analysis to trace the variety of resources students use in their design decision-making.

Results
The poster will explain how multimodal tools can be adapted to research how students engage in the engineering design process and other learning activities where material interactions play a significant role. The transcript sample featured will show how students position their design ideas and what types of semiotic resources they employ to persuade others.

Scientific or scholarly significance of the study or work
Many research-based changes are taking place in classrooms across the country, including student-oriented pedagogy, curriculum integration, and connecting concepts with practices. Innovation in research methods is needed to shed light on the process and the outcomes of these changes. A multimodal approach to data analysis can build on quantitative findings and expand our understanding of the learning environment.

Author

• Carmen Vanderhoof, The Pennsylvania State University