Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching

Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching

• Cheng, Maurice M. W. The University of Waikato, New Zealand
• Danielsson, Kristina Linnaeus University, Sweden
• Lin, Angel M. Y. Simon Fraser University, Canada

Learning: Research and Practice, 6(1), 70-87, 2020

Routledge

2020

• G 課程與教學:個別教學範疇
  • GD 科學及科技
    • GDC 教學方法與效果

Multimodality Thematic Pattern Particle Model of Matter Social Semiotics Multiple Representations

• Hong Kong
• Sweden

• 1997.7 onwards

• 小學教育
• 中學教育

This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first time. Drawing from teacher development projects in Sweden (Grade 3) and in Hong Kong (Grade 7), we suggest that the learning and teaching of the particle model can be facilitated by utilising a variety of modes. With multimodal scaffolding, Grade 3 students were able to demonstrate aspects of the particle model related to the expansion of gases in a warmer environment. The paper illustrates teaching episodes from the two projects in terms of (i) aspects of the particle model that were constructed using different semiotic modes, (ii) shifts in the salience of different modes in the teaching and learning process, and (iii) a thematic pattern that the classroom interactions adopted to explain puzzling phenomena. For a theoretical advancement, we suggest that thematic analysis should be extended to multimodal interactions. Copyright © Routledge.

• 英文

期刊論文

• 23735082

• 10.1080/23735082.2020.1750675

https://bibliography.lib.eduhk.hk/tc/bibs/4bc2e9be

2021-02-16