Meaning making through multiple modalities in a biology classroom: A multimodal semiotics discourse analysis

Science Education

Volumn 94, Issue 1, 2010, Pages 48-72

  Jaipal, Kamini ^a  

^a BROCK UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77952001586     PISSN: 00368326     EISSN: 1098237X     Source Type: Journal    
DOI: 10.1002/sce.20359     Document Type: Article

References (40)

1. Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.
2. Ainsworth, S. (2006). Deft: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.
3. Brown, B. A., & Spang, E. (2008). Double talk: Synthesizing everyday and science language in the classroom. Science Education, 92, 708-732.
4. Bleichner, E. B., Tobin, K. G., &McRobbie, C. J. (2003). Opportunities to talk science in a high school chemistry classroom. Research in Science Education, 33, 319-339.
5. Carlsen, W. S. (1992). Closing down the conversation: Discouraging student talk on unfamiliar science content. Journal of Classroom Interaction, 27, 15-21.
6. Creager, J. G., Jantzen, P. G., & Mariner, J. L. (1985). Biology. New York: Macmillan.
7. Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.
8. Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Edward Arnold.
9. Halliday, M. (1998). Things and relations: Regrammaticing experience as technical knowledge. In J. R. Martin & R. Veel (Eds.), Reading science: critical and functional perspectives on discourses in science (pp. 185-235). London: Routledge.
10. Halliday, M. A. K., & Martin, J. R. (1993). Writing science: Literacy and discursive power. Pittsburgh, PA: University of Pittsburgh Press.
11. Hawkes, T. (1977). Structuralism and semiotics. Los Angeles: University of California Press.
12. Hicks, D. (1995). Discourse, learning, and teaching. Review of Research in Education, 21, 49-95.
13. Jewitt, C., & Kress, G. (Eds.). (2003). Multimodal literacy. New York: Peter Lang.
14. Jewitt, C., Kress, G., Ogborn, J., & Charalampos, T. (2001). Exploring learning through visual, actional and linguistic communication: The multimodal environment of a science classroom. Educational Review, 53(1), 4-18.
15. Keys, C. W. (1995). An interpretive study of students' use of scientific reasoning during collaborative report writing intervention in ninth grade general science. Science Education, 79(4), 415-435.
16. Kress, G., Ogborn, J., & Martins, I. (1998). A satellite view of language: Some lessons from science classrooms. Language Awareness, 7(2), 69-89.
17. Kress, G. Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.
18. Kozma, R., Chin, C., Russell, J., & Marx, N. (2000). The role of representations and tools in the chemistry laboratory and their implications for chemistry learning. Journal of the Learning Sciences, 9(2), 102-143.
19. Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Mahwah, NJ: Erlbaum.
20. Lemke, J. L. (1995). Textual politics: Discourse and social dynamics. London: Taylor & Francis.
21. Lemke, J. L. (1998).Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Eds.), Reading science: Critical and functional perspectives on discourses in science (pp. 87-113). London: Routledge.
22. Lemke, J. L. (2002). Multimedia semiotics: Genres for science education and scientific literacy. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 21-44). Mahwah, NJ: Erlbaum.
23. Lidar, M., Lundqvist, E., & Ostman, L. (2005). Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology. Science Education, 90, 148-163.
24. Marquez, C., Izquierdo, M., & Espinet, M. (2006). Multimodal science teachers' discourse in modeling the water cycle. Science Education, 90, 202-226.
25. Moje, E. B. (1995). Talking about science: An interpretation of the effects of teacher talk in a high school science classroom. Journal of Research in Science Teaching, 32(4), 349-371.
26. Moje, E. B. (1997). Exploring discourse, subjectivity, and knowledge in a chemistry class. Journal of Classroom Interaction, 32, 35-44.
27. Ogborn, J., Kress, G., Martins, I., & McGillicuddy, K. (1996). Explaining science in the classroom. Buckingham, England: Open University Press.
28. Patton, Q. P. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
29. Prain,V.,&Waldrip, B., (2006).An exploratory study of teachers' and students' use ofmulti-modal representations of concepts in primary science. International Journal of Science Education, 28(16), 1843-1866.
30. Roberts, D., & Ostman, L. (1998). Problems of meaning in science curriculum. New York: Teachers College Press.
31. Roth,W. M., & Bowen, G. M. (2000). Decalages in talk and gesture. Linguistics and Education, 10(3), 335-358.
32. Roth, W. M., Bowen, M. G., & McGinn, M. (1999). Differences in graph-related practices between high school biology textbooks and scientific ecology journals. Journal of Research in Science Teaching, 36(9), 977-1019.
33. Roth,W.M., & Lawless, D. (2002). Scientific investigations, metaphorical gestures, and the emergence of abstract scientific concepts. Learning and Instruction, 12(3), 285-304.
34. Russel, T. L. (1983).Analyzing arguments in science classroom discourse:Can teachers' questions distort scientific authority? Journal of Research in Science Teaching, 20(1), 27-45.
35. Shulman, L. S. (1998). The dangers of dichotomous thinking in education. In P. P. Grimmett & G. L. Erickson (Eds.), Reflection in teacher education (pp. 31-37). New York: Teachers College Press.
36. Silverman, K. (1983). The subject of semiotics. New York: Oxford University Press.
37. Sutton, C. (1993). Figuring out a scientific understanding. Journal of Research in Science Teaching, 30(10), 1215-1227.
38. Tang, K. S., Tan, S. C., & Yeo, J. (2009). Students' multimodal construction of work-energy concept. Manuscript submitted for publication.
39. Wirth, U. (1998). What is abductive inference? In P. Bouissac (Ed.), Encyclopedia of semiotics (pp. 1-3). New York: Oxford University Press.
40. Yore, L. D., & Treagust, D. F. (2006). Current realities and future possibilities: Language and science literacy-Empowering research and informing instruction. International Journal of Science Education, 28(2-3), 291-314.