Primary Pupils' Multimodal Representations in Worksheets--Text Work in Science Education

Autor/inn/en	Jeppsson, Fredrik; Danielsson, Kristina; Bergh Nestlog, Ewa; Tang, Kok-Sing
Titel	Primary Pupils' Multimodal Representations in Worksheets--Text Work in Science Education
Quelle	In: Education Sciences, 12 (2022), Artikel 221 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Danielsson, Kristina) ORCID (Bergh Nestlog, Ewa)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Students; Science Education; Worksheets; Hands on Science; Grade 5; Scientific Concepts; Freehand Drawing; Science Instruction; Teaching Methods; Concept Formation; Written Language; Content Analysis + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; School year 05; 5. Schuljahr; Schuljahr 05; Drawing; Zeichnen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Geschriebene Sprache; Inhaltsanalyse
Abstract	Worksheets are common in science classrooms with an aim to support pupils' meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils' disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils' (age 10-11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils' responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01