Structuring of Reasoning Process Scientific Explanation through a Multimodal Classroom Discourse
MetadataShow full item record
It is recognised that the nature of talk between teachers and students is highly significant that seeks to assist students in the learning, reasoning and knowledge building. The ability of student to generate a sound explanation is a hallmark of meaningful understanding and is definitely one of the desirable skills specific to Science discipline. While multimodality is inherent in science classroom teaching and learning, much attention has been drawn to how the range of different modes make meaning beyond language in classroom teaching. However, not much research was done to understand how science teachers structure the reasoning process in a scientific explanation through the use of multimodality. In this paper, reasoning process refers to the deliberative thinking that involves consideration of science content knowledge or contextual information to construct the canonical scientific explanation for a question. Video data of classroom teaching of a Physics teacher in a secondary school was analysed to investigate how the teacher structure the conceptual understanding and the reasoning process required to construct scientific explanation. Through a multimodal analysis and micro-discursive analysis of the teacher-led discussion, it was found that the modelling of the reasoning process was implicitly embedded in two common practices: (i) sequential translation of multiple representations and (ii) using discursive techniques to link up the rhetorical parts of the explanation. Based on the findings, future possibilities and suggestions of connecting multimodality to reasoning skills for both research and practice are discussed.
Showing items related by title, author, creator and subject.
Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, IndonesiaWahyudi, (2004)This study investigated the educational practices and learning outcomes in rural and urban lower secondary school science classrooms of Kalimantan Selatan, Indonesia. Guided by six research questions, this study focused ...
Developing, implementing and evaluating the use of ethical frameworks in teaching bioethics issues in a Year 10 biotechnology programYap, Siew Fong (2012)With the re-emergence of values education in the school curriculum in the last decade, science is viewed as one of the key teaching domains, and in particular, socio-scientific education is increasingly perceived as ...
Cronin, Patrick Joseph (1994)This study provides a definition of scientific literacy applicable to secondary school science students. The definition was developed from theories about cognitive processes, the discourse of science, the language register ...