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Primary Pupils’ Multimodal Representations in Worksheets: Text Work in Science Education
Linköping University, Department of Behavioural Sciences and Learning, Division of Learning, Aesthetics, Natural Science. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0001-6787-7788
Department of Swedish, Linnaeus University, Växjö, Sweden; Department of Teaching and Learning, Stockholm University, Stockholm, Sweden.ORCID iD: 0000-0002-4842-7869
Department of Swedish, Linnaeus University, Växjö, Sweden.ORCID iD: 0000-0002-3863-6122
School of Education, Curtin University, Perth, Australia.
2022 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 12, no 3, article id 221Article in journal (Refereed) Published
Abstract [en]

Worksheets are common in science classrooms with an aim to support pupils meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils (age 10-11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.

Place, publisher, year, edition, pages
MDPI, 2022. Vol. 12, no 3, article id 221
Keywords [en]
worksheets; shadow formation; systemic functional linguistics; meaning-making; multimodal texts
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-183734DOI: 10.3390/educsci12030221ISI: 000775401900001OAI: oai:DiVA.org:liu-183734DiVA, id: diva2:1646035
Note

Funding: Swedish Research CouncilSwedish Research CouncilEuropean Commission [2017-03478]

Available from: 2022-03-21 Created: 2022-03-21 Last updated: 2022-04-12Bibliographically approved

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Jeppsson, Fredrik

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