Learning How to Mean Through Multimodality Embedded in Modeling — "Scientifically" Speaking

• In Event: Teaching Attitudes and Strategies to Promote Student Learning in Science

Abstract

Learning science requires students to use multiple linguistic resources in addition to the scientific language in knowledge-building. Multimodality embedded in modeling has the potential to enhance students’ knowledge-building experience through constant shifts in meanings. Grounded in the Semantics dimension of the Legitimation Code Theory, this case study examined how multimodality embedded in modeling can facilitate packing and unpacking meanings in science learning. Data sources were audio and video recordings that captured the modeling instruction and student interviews along with student artifacts. A Multimodal Interaction Analysis suggested that students (un)pack meanings while learning science with multimodality embedded in modeling by: engaging with materials, generating semantic expressions, and explaining what is grounded in different modalities.

Author

• Ayça K. Fackler, University of Missouri