Analyzing Multimodal Dialogic Inquiry in Virtual-Lab-Supported Physics Classrooms

• In Event: AERA Poster Session Saturday 3:45 pm
  In Invited Poster Session: Division D Graduate Student In-Progress Research Poster Session

Abstract

This in-progress study explores how the technological affordances of virtual laboratories are taken up through multimodal dialogic inquiry in physics classrooms across five Brazilian public secondary schools. Drawing on the Activity-Centred Analysis and Design (ACAD) framework, the study develops a three-space coding scheme integrating digital, epistemic, and social dimensions of classroom activity. Using micro-level coding and Epistemic Network Analysis, triangulated with interviews and classroom observations, preliminary analyses suggest distinct alignments between dialogic moves and visualization-led versus manipulation-led actions. The study contributes a methodological approach for analyzing how instructional interactions and technological affordances co-evolve in inquiry-oriented learning environments.

Author

• Luwei Bai, University of Cambridge