Multimodal representations in basic education science classes: the role of informal representations

Abstract:

In this study, our goal is to examine how informal representations contribute to the creation of meaning. In an attempt to continue to bring science teaching and learning closer to authentic scientific practices, students have been invited to propose, justify, negotiate, and rework representations, a process called multimodal representations. To this end, we analyzed the use of representations in class by two teachers who used party balloons in addition to drawings and the representation of the body. In this analysis, classes were segmented into episodes, and we transcribed those in which informal representations were used. We found that the students were able to perceive aspects of the representation that they had not noticed with the drawings, which allowed them both to re-elaborate the drawing and to have a broader understanding of what was being studied. This has implications for the field since the act of representing cannot be considered just a peripheral resource.

Keywords
Science teaching; Representations; Meaning making