A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science
Classroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning-making potential of other modes (e.g., gestural, visual, kinesthetic) beyond the semiotic mode of langu...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2021-11-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/11/12/758 |
| _version_ | 1797505279284215808 |
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| author | Lihua Xu Jan van Driel Ryan Healy |
| author_facet | Lihua Xu Jan van Driel Ryan Healy |
| author_sort | Lihua Xu |
| collection | DOAJ |
| description | Classroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning-making potential of other modes (e.g., gestural, visual, kinesthetic) beyond the semiotic mode of language, in classroom communication and in student reasoning in science. In this paper, we explore the use of a multi-layered analytical framework in an investigation of student reasoning during an open inquiry into the physical phenomenon of dissolving in a primary classroom. The 24 students, who worked in pairs, were video recorded in a facility purposefully designed to capture their verbal and non-verbal interactions during the science session. By employing a multi-layered analytical framework, we were able to identify the interplays between the different semiotic modes and the level of reasoning undertaken by the students as they worked through the tasks. This analytical process uncovered a variety of ways in which the students negotiated ideas and coordinated semiotic resources in their exploration of dissolving. This paper highlights the affordances and challenges of this multi-layered analytical framework for identifying the dynamic inter-relationships between different modes that the students drew on to grapple with the complexity of the physical phenomenon of dissolving. |
| first_indexed | 2024-03-10T04:17:19Z |
| format | Article |
| id | doaj.art-c07c65b0e634472da3d11dfb3b53d311 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T04:17:19Z |
| publishDate | 2021-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-c07c65b0e634472da3d11dfb3b53d3112023-11-23T07:59:25ZengMDPI AGEducation Sciences2227-71022021-11-01111275810.3390/educsci11120758A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in ScienceLihua Xu0Jan van Driel1Ryan Healy2School of Education, Deakin University, Geelong, VIC 3220, AustraliaMelbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC 3010, AustraliaClonard College, Geelong, VIC 3218, AustraliaClassroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning-making potential of other modes (e.g., gestural, visual, kinesthetic) beyond the semiotic mode of language, in classroom communication and in student reasoning in science. In this paper, we explore the use of a multi-layered analytical framework in an investigation of student reasoning during an open inquiry into the physical phenomenon of dissolving in a primary classroom. The 24 students, who worked in pairs, were video recorded in a facility purposefully designed to capture their verbal and non-verbal interactions during the science session. By employing a multi-layered analytical framework, we were able to identify the interplays between the different semiotic modes and the level of reasoning undertaken by the students as they worked through the tasks. This analytical process uncovered a variety of ways in which the students negotiated ideas and coordinated semiotic resources in their exploration of dissolving. This paper highlights the affordances and challenges of this multi-layered analytical framework for identifying the dynamic inter-relationships between different modes that the students drew on to grapple with the complexity of the physical phenomenon of dissolving.https://www.mdpi.com/2227-7102/11/12/758multimodalitydiscourse analysissocial semiotics |
| spellingShingle | Lihua Xu Jan van Driel Ryan Healy A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science Education Sciences multimodality discourse analysis social semiotics |
| title | A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science |
| title_full | A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science |
| title_fullStr | A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science |
| title_full_unstemmed | A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science |
| title_short | A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science |
| title_sort | multi layered framework for analyzing primary students multimodal reasoning in science |
| topic | multimodality discourse analysis social semiotics |
| url | https://www.mdpi.com/2227-7102/11/12/758 |
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