Multimodal Genre of Science Classroom Discourse: Mutual Contextualization between Genre and Representation Construction

Autor/inn/en	Tang, Kok-Sing; Park, Joonhyeong; Chang, Jina
Titel	Multimodal Genre of Science Classroom Discourse: Mutual Contextualization between Genre and Representation Construction
Quelle	In: Research in Science Education, 52 (2022) 3, S.755-772 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Kok-Sing) ORCID (Park, Joonhyeong) ORCID (Chang, Jina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-09999-1
Schlagwörter	Semiotics; Science Education; Freehand Drawing; Elementary School Science; Elementary School Students; Foreign Countries; Discourse Analysis; Semantics; Learning Processes; Australia + Suchen Sie Ihr Suchwort? Semiotik; Naturwissenschaftliche Bildung; Drawing; Zeichnen; Ausland; Diskursanalyse; Semantik; Learning process; Lernprozess; Australien
Abstract	This paper argues that meaning-making with multimodal representations in science learning is always contextualized within a genre and, conversely, what constitutes an ongoing genre also depends on a multimodal coordination of speech, gesture, diagrams, symbols, and material objects. In social semiotics, a genre is a culturally evolved way of doing things with language (including non-verbal representations). Genre provides a useful lens to understand how a community's cultural norms and practices shape the use of language in various human activities. Despite this understanding, researchers have seldom considered the role of scientific genres (e.g., experimental account, information report, explanation) to understand how students in science classrooms make meanings as they use and construct multimodal representations. This study is based on an enactment of a drawing-to-learn approach in a primary school classroom in Australia, with data generated from classroom videos and students' artifacts. Using multimodal discourse analysis informed by social semiotics, we analyze how the semantic variations in students' representations correspond to the recurring genres they were enacting. We found a general pattern in the use and creation of representations across different scientific genres that support the theory of a mutual contextualization between genre and representation construction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01