Learning Junior Secondary Science through Multi-Modal Representations

Abstract

There is growing recognition that learning science in school entails understanding and
linking verbal, visual and mathematical modes to develop knowledge of scientific
concepts and processes. However, students face considerable challenges in engaging
effectively with these literacies of science as they interpret and construct scientific texts.
Our paper reports on two case studies on the topics of the particle theory of matter in
Year 7, and force in Year 8. We aimed to identify (a) students’ understandings of, and
capacity to link, different representational modes to develop conceptual knowledge, and
(b) teachers’ perceptions of, and strategies to support, learning through this interlocking
modal focus. Analyzed qualitative data included work samples, and focus-group
interviews, as well as observations and interviews with participant teachers. The findings
indicated that this multi-modal focus posed significant demands on learners, but had the
potential to enable effective learning.