(Un)Packing Meanings With/in Multimodal Modeling Practices in Science (Poster 17)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Considering Teachers, Students, and Contexts in Science Education

Abstract

Learning science requires students to use multiple linguistic resources in addition to the scientific language in knowledge-building. Multimodal modeling practices have the potential to enhance students’ meaning-making experience through constant shifts in meanings. Grounded in the Semantics dimension of the Legitimation Code Theory (LCT), this case study examined how multimodal 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 combination of Multimodal Interaction Analysis and LCT analysis suggested that students (un)pack meanings while learning science ideas with multimodal modeling practices by engaging with materials to initiate packing meaning, generating and employing different modalities, and unpacking meaning through modalities.

Author

• Ayça K. Fackler, University of Missouri