Using Multimodal Modeling Practices to Leverage Learners' Linguistic Resources in Knowledge-Building in Science (Poster 14)

• In Event: AERA Poster Session Three
  In Poster Session: Division C Science Poster Session Two

Abstract

Learning science requires learners to use multiple linguistic resources in addition to scientific language in knowledge-building in science. Multimodal modeling practices have the potential to enhance learners’ knowledge-building experience through constant shifts between scientific and everyday language. Grounded in the Semantics dimension of the Legitimation Code Theory, this case study examined how multimodality embedded in modeling practices can help learners switch between scientific and everyday language by leveraging their linguistic resources in science learning. Data sources were audio and video recordings that captured the modeling instruction and interviews along with artifacts. A Multimodal Interaction Analysis suggested that multimodal modeling practices encouraged learners to switch between everyday and scientific words or phrases by facilitating the development of a shared, intermediate language.

Author

• Ayça K. Fackler, University of Missouri
  Presenting Author