A multimodal approach to visual thinking: the scientific sketchnote

2018 ◽  
Vol 18 (1) ◽  
pp. 5-29 ◽  
Author(s):  
Almudena Fernández-Fontecha ◽  
Kay L O’Halloran ◽  
Sabine Tan ◽  
Peter Wignell
Keyword(s):  
Original Text ◽  
Visual Thinking ◽  
Abstract Concepts ◽  
Scientific Content ◽  
Semiotic System ◽  
Linguistic Resources ◽  
Multimodal Discourse ◽  
Mathematical Symbolism ◽  
Semiotic Perspective ◽  
And Mathematics

There is a growing interest in the use of visual thinking techniques for promoting conceptual thinking in problem solving tasks as well as for reducing the complexity of ideas expressed in scientific and technical formats. The products of visual thinking, such as sketchnotes, graphics and diagrams, consist of ‘multimodal complexes’ that combine language, images, mathematical symbolism and various other semiotic resources. This article adopts a social semiotic perspective, more specifically a Systemic Functional Multimodal Discourse Analysis approach, to study the underlying semiotic mechanisms through which visual thinking makes complex scientific content accessible. To illustrate the approach, the authors analyse the roles of language, images, and mathematical graphs and symbolism in four sketchnotes based on scientific literature in physics. The analysis reveals that through the process of resemiotization, where meanings are transformed from one semiotic system to another, the abstractness of specialized discourses such as physics and mathematics is reduced by multimodal strategies which include reformulating the content in terms of entities which participate in observable (i.e. tangible) processes and enhancing the reader/viewer’s engagement with the text. Moreover, the compositional arrangement creates clear stages in the development of the ideas and arguments that are presented. In this regard, visual thinking is a form of cultural communication through which abstract ideas are translated and explained using a multimodal outline or summary of essential parts by adapting resources (e.g. linguistic resources and mathematical graphs), using new resources (e.g. stick figures and other simple schematic drawings) and maintaining others from the original text (e.g. mathematical symbolic notation), resulting in a congruent (or concrete) depiction of abstract concepts and ideas for a non-specialist audience.

scholarly journals THE ROLE OF METHODOLOGICAL SUPPORT (SCAFFOLDING) IN SUBJECT-LANGUAGE TRAINING: VISUALIZATION OF LEARNING THROUGH A SYSTEM-FUNCTIONAL MULTIMODAL APPROACH

2021 ◽  
pp. 136-145
Author(s):  
M. E. Kakimova ◽  
E. V. Sabiev ◽  
G. Zh. Ensegenova
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Language Training ◽  
Visual Thinking ◽  
Multimodal Approach ◽  
Effective Solution ◽  
Scientific Content ◽  
Linguistic Resources ◽  
Its Analysis

When learning a second foreign language, students often face numerous problems, one of which is the lack of linguistic resources of the language being studied. The most effective solution to this problem can be the use of methodological supports (scaffolding) in the context of Content and Language Integrated Learning (CLIL). This article examines the possibility of using visual thinking as a potentially valuable multi-modal tool for the development and understanding of scientific content by students in the context of CLIL through discourse analysis. It is known that the discourse has a focus on pragmatics, on various linguistic situations, on communication and on the text as a whole. It is assumed that discourse and its analysis are considered as a process and a result in the form of a text at the same time.

Comparison of Women's and Coeducational College Classrooms: I. Course Assignments

1994 ◽  
Vol 74 (3) ◽  
pp. 1035-1040 ◽  
Author(s):  
Ashton D. Trice
Keyword(s):  
Art History ◽  
Women's Colleges ◽  
Introductory Courses ◽  
Short Term ◽  
Scientific Content ◽  
College Classrooms ◽  
Course Syllabi ◽  
Institutional Selectivity ◽  
And Mathematics ◽  
Introductory Classes

This study examined the number of assignments in 502 course syllabi collected from 18 women's colleges and 18 matched coeducational colleges. The number of assignments was significantly higher at women's colleges, at colleges with lower selectivity for admissions, and in introductory classes. Significant differences among the four disciplines examined (psychology, mathematics, English, and art history) were found. Three of the factors (gender, discipline, and level) interacted. The most prominent difference was that, in introductory courses with quantitative and scientific content (psychology and mathematics), women's colleges required many more assignments than coeducational colleges. The effect of institutional selectivity was smaller than these three effects and appeared to be additive rather than interactive. The number of term-long assignments was not significantly different. Women's colleges, however, had more short-term assignments and tests than coeducational institutions. The results are related to the historic mission of inclusion of nontraditional students at women's colleges.

New Features of Open Textbook for Integrative STEMx Education

2019 ◽  
pp. 142-168
Keyword(s):  
Learning Strategies ◽  
Scientific Literacy ◽  
Michigan State University ◽  
State University ◽  
Scientific Content ◽  
Perceived Need ◽  
Unique Experience ◽  
Global Skills ◽  
And Mathematics ◽  
Open Textbooks

Over the last 10 years it was observed that scientific literacy has two orientations: (1) scientific content is presented to be used later for anything and (2) scientific content is presented to be used in life. According to data provided by the Michigan State University, STEM (i.e., science, technology, engineering, and mathematics) occupations are growing at nearly two times the rate of the non-STEM jobs. In addition, many fields are seeking employers with STEM-related skills, such as problem solving, critical thinking, and technical abilities. Thus, as STEM has progressively expanded, there is a perceived need for new focused on high-demand jobs in scientific literacy. For open textbooks to be a unique experience in STEM education, it is important to design new features. This chapter explores the open textbook area for integrative STEMx education. It considers how open textbooks can provide students a unique way forward to learn about learning strategies and to develop global skills on-demand. The conclusion is provided at the end.

Propuesta de un Marco de Estudio para el Análisis de Subtítulos Cinematográficos

Babel ◽  
1998 ◽  
Vol 44 (3) ◽  
pp. 254-267 ◽  
Author(s):  
Jorge Díaz Cintas
Keyword(s):  
Descriptive Analysis ◽  
Translation Studies ◽  
Original Text ◽  
Pragmatic Approach ◽  
Semiotic System ◽  
Analysis And Evaluation ◽  
Theoretical Assumptions ◽  
Free Translation ◽  
Independent Product ◽  
Final Text

Abstract Este artículo se centra en el análisis y valoración de una serie de presupuestos teóricos aportados por eminentes estudiosos de la traducción, que en un intento de sentar unas bases de trabajo firmes y operativas que permitan una aproximación científica a la realidad del hecho traductor, proponen lo que se conoce como 'Translation Studies'. Esta escuela basa sus presupuestos teóricos en una metodología funcionalista que se articula en torno a la función que el texto traducido cumple en el sisterna semiótico de llegada. La gran originalidad de esta aproximación radica en el cambio de énfasis que se aplica a la hora de observar la realidad traductora: si tradicionalmente el dogmatismo marcaba cualquier tipo de análisis contrastivo entre un texto origen y otro meta, de acuerdo a estas recientes propuestas el estudio se lleva a cabo sobre el texto meta en tanto que producto independiente que se ha incorporado a una determinada sociedad, denomi-nada polisistema. Esta articulación empírica y pragmática permite superar la sempiterna dicotomía que enfrentaba conceptos tales como traducción literal y traducción libre. Dentro de la taxonomía translémica, la labor subtituladora se corresponde a lo que se viene definiendo como "traducción subordinada", y teniendo presente esta categorización propondré como colofón a mi artículo un modelo de análisis descriptivo que tiene cuenta de las caracterís-ticas propias e inherentes al fenómeno de la traducción de subtítulos. Abstract This article deals with the analysis and evaluation of a series of theoretical assumptions put forward by renowned translation specialists, who set down solid and operational bases for a scientific assessment of the translator's function, often referred to as 'Translation Studies". The hypotheses are based on functional methodology which focuses on the function achieved by the translated text in a semiotic system. The originality of this approach lies in the change of emphasis placed on the observation of the reality of translation; if, traditionally, dogmatism marked any kind of analysis by underlining the contrasts between the original text and another final text, this study focuses on the final text considered as an independent product being integrated in a particular social system known as the "plurisystem". This empirical and pragmatic approach allows us to go beyond the eternal dichotomy inherent in concepts such as literal and free translation. In terms of translation taxonomies, the work of subtitling corresponds to the task classified as 'constrained translation', and if we keep in mind this division into categories, the article introduces a model of descriptive analysis which takes into account the actual and inherent characteristics of the phenomenon of subtitling. Résumé Cet article traite de l'analyse et de l'évaluation d'une série d'hypothèses théoriques, posées par d'éminents spécialistes en matière de traduction, qui ont établi des bases solides et operationelles permettant une estimation scientifique de la fonction de traducteur, désignée souvent comme "Translation Studies" ou "Traductologie". Ces hypothèses sont basées sur une méthodologie fonctionnelle qui s'articule autour de la fonction que le texte traduit réalise dans un système semiotique. L'originalité de cette approche se trouve dans le changement d'accentuation qui s'applique dès que l'on observe la traduction dans sa réalité. Si, traditionnellement, le dogmatisme marquait tout type d'analyse en soulignant les contrastes entre un texte de départ et un autre texte d'arrivée, cette étude porte sur le texte d'arrivée, considéré comme un produit indépendant, qu'on intègre dans une société déterminée, dénommée polisystème. Cette approche empirique et pragmatique permet de dominer l'éternelle dichotomie inhérente aux concepts, tels que la traduction littérale et la traduction libre. Au sein de la taxonomie translative, le travail de sous-titrage correspond à celui qui s'intitule "traduction subordonnée'. En gardant en tête cette catégorisation, l'article introduit un modèle d'analyse descriptive qui tient compte des caractéristiques propres et inhérentes au phénomène du sous-titrage.

scholarly journals “A Sensible Image of the Infinite”: Intersemiotic Translation of Russian Classics for Foreign Audiences

2019 ◽  
Vol 23 (2) ◽  
pp. 399-414
Author(s):  
Olga Arkad'evna Leontovich
Keyword(s):  
Intercultural Competence ◽  
Literary Text ◽  
Cultural Literacy ◽  
Original Text ◽  
Classical Literature ◽  
Negative Consequences ◽  
Cultural Meanings ◽  
Semiotic System ◽  
Broadway Musical ◽  
Theoretical Approaches

The article is a continuation of the author’s cycle of works devoted to foreign cinematographic and stage adaptations of Russian classical literature for foreign audiences. The research material includes 17 American, European, Chinese, Indian, Japanese fiction films and TV series, one Broadway musical and 9 Russian films and TV series used for comparison. The paper analyses different theoretical approaches to intersemiotic translation, ‘de-centering of language’ as a modern tendency and intersemiotic translation of literary works in the context of intercultural communication. Key decisions about the interpretation of original texts are made by directors and their teams guided by at least three goals: commercial, creative and ideological. Intersemiotic translation makes use of such strategies as foreignization, domestication and universalization. The resignifying of a literary text by means of the cinematographic semiotic system is connected with such transformations as: a) reduction - omission of parts of the original; b) extension - addition, filling in the blanks, and signifying the unsaid; c) reinterpretation - modification or remodeling of the original in accordance with the director’s creative ideas. A challenge and at the same time one of the key points of intersemiotic translation is a difficult choice between the loyalty to the original, comprehensibility for the target audience and freedom of creativity. The research shows that transformations and use of different translation strategies can have both positive and negative consequences. Positive outcomes include: visualization and comprehension of the Russian cultural space; adaptation of Russian experiences for the target culture; retranslation of universal values expressed by the original. Negative consequences result in: the distortion of the original due to insufficient cultural literacy; purposeful deformation of cultural meanings for ideological reasons; erroneous interpretation of the literary text; deformation of the original macromeaning; preservation of the plot, but loss of the in-depth meaning of the original text. Any degree of creative freedom still requires intercultural competence and a careful choice of semiotic signs aimed at expressing the key ideas of the original.

Multimodal Discourse Analysis of Religious Tourism on Madura Island, Indonesia

2021 ◽  
Vol 7 (1) ◽  
pp. 64
Author(s):  
Rosyida Ekawati ◽  
Desi Puspitasari ◽  
Siti Hanifa
Keyword(s):  
Discourse Analysis ◽  
Semiotic System ◽  
Still Images ◽  
Tourist Attractions ◽  
Verbal Language ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Moving Images ◽  
Tourism Promotion ◽  
Religious Tourism

The objective of study is to explore the relationship between visual and verbal elements within the frame of multimodal discourse analysis in Madura tourism promotion. Promotion in the form of moving images with verbal language makes it easier for readers and potential tourists to see tourist attractions more closely and realistically. This study is descriptive qualitative using 3 videos of Madura tourism promotion, in particular tourism promotions of Bangkalan, Pamekasan, and Sampang regencies on Madura Island, Indonesia. Only scene representing religious tourism as the data of this study in which there are 8 data of religious tourism images. There are two parts of data analysis: visual and verbal analyses.  Visual semiotic mode of scenes and images were analyzed using visual grammar by Kress and van Leeuwen (2006).  In addition, verbal data are all of utterances generated during the scenes and the still images were analyzed based on appraisal framework by Martin and White (2005) especially on the attitude system.  Results show that tourism promotional videos use more than one mode of communication or semiotic system elements to create meaning through representational and interactive structures, compositional meanings, and verbal language.  All of the compositions can come together to create messages to the public, in this case information about tourist attractions and their locations that represent the religiosity of Madura.

scholarly journals Implementation of a Playful Microproject Based on Traditional Games for Working on Mathematical and Scientific Content

2021 ◽  
Vol 11 (10) ◽  
pp. 624
Author(s):  
Alicia Fernández-Oliveras ◽  
María José Espigares-Gámez ◽  
María Luisa Oliveras
Keyword(s):  
Qualitative Methodology ◽  
Design Strategies ◽  
Scientific Content ◽  
Educational Approach ◽  
Curricular Design ◽  
Science Technology ◽  
Anthropological Study ◽  
And Mathematics ◽  
Different Cultures

According to previous research, we consider it necessary to extend the use of games, as mediating elements, in the learning of STEAM (Science, Technology, Engineering, Arts and Mathematics) contents rejected by many students. For this, we have carried out an educational research project on games, with an ethnomathematical approach, since games are an important cultural sign with mathematical and scientific potentialities. We have prepared an anthropological study and an analytical one, generating a catalogue of games from different cultures. Thus, we have verified that, starting with culture, we can get to the game, but we posed the query as to whether, starting from certain games, we could achieve enculturation, by activating mathematical and scientific content in the players. To answer this query, we have created a curricular design called “playful microproject” with three traditional games from different cultures and geographical contexts. The microproject was implemented with 32 participants, from 8 to 12 years old. To analyse the results of the microproject, a case study was carried out using qualitative methodology. As part of the playful microproject, the necessary materials for each game were made by hand, and the games were then played. Both the realization of the games and the act of playing showed evidence of mathematical and scientific content, although more in the act of playing. The results revealed that: (1) the three games mobilized 21 categories of analysis, made up of scientific-mathematical content; (2) the three games proved to be equivalent in strong didactic potential; (3) that the microproject provides a valuable intercultural educational approach. The contents evidenced constitute a fundamental part of the Primary Education curriculum: classify, organize, measure, and quantify items, as well as formulate hypotheses, draw conclusions, place oneself in space, and design strategies, among others. It is concluded that these games can promote scientific-mathematical enculturation in a contextualized way.

scholarly journals LAYERS AND LEVELS: What a Column of Water Tells Us about Human Cognition

2018 ◽  
Vol 4 (1) ◽  
pp. 104-134
Author(s):  
Wes Raykowski
Keyword(s):  
Human Cognition ◽  
Risk Level ◽  
Abstract Concepts ◽  
Entry Level ◽  
Image Schemas ◽  
Water Columns ◽  
Level Of Knowledge ◽  
And Mathematics ◽  
High Level ◽  
Level Of Importance

The notion of levels can be found in many everyday expressions, such as top-level destination, entry-level sales, low-level panic, high risk level, basic-level research, high level of care, level of meaning, level of knowledge, level of freedom, and level of importance. I argue that these are metaphorical expressions in which the respective abstract concepts can be understood in terms of the more palpable experience of the levels to which we are accustomed through the handling of liquids. By looking at the interaction between SCALE and ITERATION image schemas, this article examines an embodied interpretation of levels, layers and water columns in the context of containers to facilitate a better understanding of these experiences and their use as a source domain for conceptual metaphors in language, science and mathematics. The conceptual analysis in this paper is limited to English expressions.

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