scholarly journals A Multi-Layered Framework for Analyzing Primary Students’ Multimodal Reasoning in Science

2021 ◽  
Vol 11 (12) ◽  
pp. 758
Author(s):  
Lihua Xu ◽  
Jan van Driel ◽  
Ryan Healy
Keyword(s):  
Meaning Making ◽  
Physical Phenomenon ◽  
Analytical Framework ◽  
Primary Students ◽  
Classroom Communication ◽  
Student Reasoning ◽  
Verbal Interactions ◽  
Open Inquiry ◽  
Science Session ◽  
Multimodal Reasoning

Classroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning-making potential of other modes (e.g., gestural, visual, kinesthetic) beyond the semiotic mode of language, in classroom communication and in student reasoning in science. In this paper, we explore the use of a multi-layered analytical framework in an investigation of student reasoning during an open inquiry into the physical phenomenon of dissolving in a primary classroom. The 24 students, who worked in pairs, were video recorded in a facility purposefully designed to capture their verbal and non-verbal interactions during the science session. By employing a multi-layered analytical framework, we were able to identify the interplays between the different semiotic modes and the level of reasoning undertaken by the students as they worked through the tasks. This analytical process uncovered a variety of ways in which the students negotiated ideas and coordinated semiotic resources in their exploration of dissolving. This paper highlights the affordances and challenges of this multi-layered analytical framework for identifying the dynamic inter-relationships between different modes that the students drew on to grapple with the complexity of the physical phenomenon of dissolving.

East-Asian Philosophical Concepts as Analytical Framework for Interpreting Non-Western Images in Children's Picturebooks

2020 ◽  
pp. 393-420
Author(s):  
Ngoc Tai Huynh ◽  
Angela Thomas ◽  
Vinh Thi To
Keyword(s):  
Young Children ◽  
Meaning Making ◽  
East Asian ◽  
Analytical Framework ◽  
Theoretical Frameworks ◽  
Learning To Read ◽  
Intercultural Awareness ◽  
Semiotic Approach ◽  
Art Forms ◽  
Cultural Constraints

In contemporary Western cultures, picturebooks are a mainstream means for young children to first attend to print and start learning to read. The use of children's picturebooks has been reported as supporting intercultural awareness in children. Multiliteracies researchers suggest that other theoretical frameworks should be applied in addition to the semiotic approach of interpreting picturebooks, especially picturebooks from non-Western cultures. This chapter theorizes how Eastern philosophical concepts influence the meaning-making potential of illustrations in Eastern picturebooks. To do this, the authors first discuss the cultural constraints when applying a contemporary semiotic framework in analyzing non-Western images. The authors introduce a framework developed based on philosophical concepts that have influenced East-Asian art forms, particularly that of painting, to understand the Eastern artistic traditions. The chapter demonstrates how to apply this framework for interpretation of non-Western images to working with multicultural picturebooks.

scholarly journals Student impulses and teacher feedback The relevance of teacher feedback for the classroom discourse and students’ meaning making in teaching on socio-scientific issues

2018 ◽  
Vol 14 (3) ◽  
pp. 285-298
Author(s):  
Cecilia Eriksson ◽  
Iann Lundegård
Keyword(s):  
Classroom Discourse ◽  
Social Life ◽  
Meaning Making ◽  
Teacher Feedback ◽  
Classroom Communication ◽  
Epistemological Analysis ◽  
Teaching Purpose ◽  
Areas Of Interest ◽  
Classroom Discourses ◽  
Taking Care

AbstractToday teachers face an increased challenge in listening to classroom discourses and students' areas of interest to let these coincides with the overall teaching purpose by feedback. Present study explore how classroom communication can be modeled to allow this. The socio-scientific-issues raised were at the same time aimed at creating relevance in the students’ social life as giving a respond to the curriculum. The data consisted of recordings from science lessons in grade 7 and 8 in Sweden. To make visible the tension that occurred between different discourses and displacement of power in the conversations, practical epistemological analysis has been made. This resulted in a categorization of five different ways the teacher is taking care of and reconnects the students’ impulses in relation to the overall purpose. Consequently, this study is offering opportunities for teachers to, in a consciously manner, reflect on different strategies for discourse feedback in teaching.

Understanding textual meaning-making in Chinese high school EFL learners’ writing

2021 ◽  
Author(s):  
Winfred Wenhui Xuan ◽  
Dongbing Zhang
Keyword(s):  
High School ◽  
Meaning Making ◽  
Analytical Framework ◽  
Information Organization ◽  
Student Writing ◽  
Efl Learners ◽  
Holistic Understanding ◽  
Text Types ◽  
Textual Meaning ◽  
Different Levels

Abstract The present study examines the ways Chinese high school EFL learners organize information in their writing. A class of 50 students at grade 9 from a local high school in Guangzhou, China, were recruited as participants. The students’ writing at grade 9 was collected as a corpus, comprising ten writing tasks from different text types. In order to gain a holistic understanding of the organization of information in student writing, the analytical framework of Theme at three levels – that is, clause, paragraph, and text – from Derewianka and Jones (2010) was adopted. Findings show that the students have varying degrees of control over information organization at different levels. In particular, the students are not proficient in organizing information at the paragraph level. Findings also show that registerial differences affect the organization of information. The study provides relevant pedagogical implications and recommendations for this group of learners.

scholarly journals Multimodal emergens via musik - Eksemplificeret ved en reklamefilm og en dokumentarfilm [Emergent forms of meaning-making using music in multimodal compositions - Exemplified through a television commercial and a television documentary]

2010 ◽  
Vol 26 (48) ◽  
pp. 20
Author(s):  
Anders Bonde
Keyword(s):  
Meaning Making ◽  
Analytical Framework ◽  
Visual Media ◽  
Musical Composition ◽  
Television Commercials ◽  
Television Commercial ◽  
Dmitri Shostakovich ◽  
Television Documentary ◽  
Multimodal Compositions ◽  
Point Of Departure

In this article I will demonstrate an analytic-hermeneutic approach regarding multimodal semiosis in audio-visual media products, such as television commercials and documentaries in which several modalities or semiotic resources co-operate and interact. As a theoretical framework I will exploit the concept of emergence. Although usually associated with philosophy, systems theory and the sciences, this concept can prove instructive in evaluating intermodal correlation in perceptive-aesthetic phenomena as well, seeing that multimodal semiosis is not merely a summation of images plus words plus music. Taking as a point of departure the expressive and semantic potential of music as one component in a coherent multimodal whole, I will discuss a number of profound contributions to the field of music’s semiotic potential in multimedia in relation to a comprehensive analytical framework, which take into consideration the established criteria for emergence. I shall illustrate my approach by analysing a television commercial for “SkandiaBanken”, named Killarna (“The Guys”), and two scenes from a Danish documentary, Fogh bag facaden (“Fogh behind the façade”). All three audio-visual clips include the same musical composition (“Waltz No. 2” by Dmitri Shostakovich), but compared to each other, the music takes on different roles and positions against the other modalities/resources, and consequently, different types of meaning emergence are shaped.

Ambiguous Masculinities: Gender and Sexual Transgression in Contemporary Dance Works by Senegalese Men

2019 ◽  
Vol 51 (3) ◽  
pp. 47-65
Author(s):  
Amy Swanson
Keyword(s):  
Meaning Making ◽  
Analytical Framework ◽  
Gender And Sexuality ◽  
Ethnographic Research ◽  
Contemporary Dance ◽  
Sexual Transgression ◽  
Global Entanglement

AbstractContemporary dance in Senegal emerged and thrives at the interstices of the local and the global. Multiple expectations and values, of which gender and sexuality are no small part, converge at the site of creation and production, enlisting choreographers to navigate oftentimes conflicting ideologies. Based on ethnographic research, this article examines three works by Senegalese men that employ gender and sexual transgressions alongside the artists’ seemingly contradictory verbal articulations of their work. Using the local-global entanglement as an analytical framework, I argue that these works offer ambiguous assemblages of masculinities that challenge conventional masculinity in Senegal, thereby elucidating the potentiality for contemporary dance to transcend singular meaning-making capacity.

scholarly journals Multimodal Representational Meanings of ISIS’s Victims on Facebook

2019 ◽  
Vol 8 (3S2) ◽  
pp. 739-744
Keyword(s):  
Social Networks ◽  
Meaning Making ◽  
Analytical Framework ◽  
Islamic State ◽  
Terrorist Groups ◽  
Effective Role

After 2003, Iraq faced different terrorist groups that committed massacres against the Iraqis. They presented their violence in media using social networks and particularly Facebook posts. This article investigates the representation of Islamic State in Iraq and Syria's portrayal of three images posted on Facebook posts. The article focuses on the representational meanings using Kress and Van Leeuwen's (2006) model as an analytical framework and the discussion focuses on narrative processes. The findings of the current study highlight the effective role played by images in the process of meaning-making by means of narrating the concept of Islamic State in Iraq and Syria style and to portray their ideology through disseminating the message of fear and intimidating.

scholarly journals Classroom Communication in Early Childhood Education

2020 ◽  
Vol 4 (4) ◽  
pp. 328
Author(s):  
Sarasvati Gita Swari ◽  
Dewa Komang Tantra ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Speech Acts ◽  
Communication Strategies ◽  
Classroom Communication ◽  
Verbal Interactions ◽  
Childhood Education ◽  
Translation Strategy ◽  
Research Findings ◽  
Unobtrusive Observation

This study aims to investigated the speech act types and communication strategies in early childhood education. This research was a classroom research. Data were collected through unobtrusive observation during learning interactions. The obtained data were analyzed qualitatively. The recorded children’s and teachers’ speech acts were totaled 360. The research findings are as follows. Firstly, the recorded speech consisted of four types, they are: directive, expressive, declarative, and assertive acts. Directive acts were the most frequently used (93.3%), followed by expressive acts (5%), assertive acts (1.4%), and declarative acts (0.3%). The telling speech acts dominated the verbal interactions (44.4%) followed by request speech acts (32.2%). Secondly, 360 communication strategies were found. The telling and request sub-speech acts were delivered using compensatory strategies (96.11%). The teachers used 280 code-switching strategies (77.78%) while the children used none (0%); 14 non-linguistic forms strategies (3.89%) were used by the teachers while 6 self-repairs strategies (1.67%) by the children; 14 all-purpose words strategies (3.89%) were used by the teachers while none (0%) by the children; 14 asking for repetitions strategies (3.89%) were used by the teachers while none (0%) by the children; none filters/hesitation devices strategy (0%) was used by the teachers while 8 (2.22%) by the children; none (0%) literal translation strategy was used by the teachers while 12 (3.33%) by the children.  The most frequently directive acts imply towards the effectiveness of the children’s communicative skill.

scholarly journals Pemaknaan Naratif Pengalaman dalam Cerpen Melayu/Narrative Experiential Meaning-making in Malay Short Stories

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Siti Norashikin Azmi ◽  
Hanita Hassan ◽  
Wan Farah Wani Wan Fakhruddin ◽  
Zaliza Mohamad Nasir
Keyword(s):  
Short Stories ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Analytical Framework ◽  
Theoretical Framework ◽  
Mental Processes ◽  
Functional Linguistics ◽  
Language Studies ◽  
Material Process ◽  
Experiential Meaning

The experiential meaning-making in narrative can be studied by applying the Ideational Metafunction theoretical framework as introduced by Halliday. According to Halliday, the meaning-making can be realized by means of three Transitivity main elements found in clauses which are process, participants and circumstances. A study was conducted on three Malay short stories entitled ‘Catatan di Meja Makan’, ‘Anita’ and ‘Meneruskan Perjalanan’ by Zurinah Hassan to analyse the experiential meaning-making of narrative using Transitivity analysis from Systemic Functional Linguistics as the analytical framework. The findings of the Transitivity analysis on Malay short stories show that material process types are mostly found and followed by mental processes. This results in the most found participants are actors for material process types, whilst participants for mental processes are sensors. The findings also show that the participants for material processes can be living or non-living entities. The writer usually conveys the meaning of short stories in active forms, by which means active processes are used to illustrate the actions of participants in Malay short stories. The findings of this study are a contribution to the field of Malay language studies using the theoretical framework of Systemic Functional Linguistics, of which studies on Malay language using this theory are still lacking.

scholarly journals Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes

2018 ◽  
Vol 17 (3) ◽  
pp. ar49 ◽  
Author(s):  
Emily E. Scott ◽  
Charles W. Anderson ◽  
K. K. Mashood ◽  
Rebecca L. Matz ◽  
Sonia M. Underwood ◽  
...  
Keyword(s):  
Real World ◽  
Analytical Framework ◽  
Scientific Concepts ◽  
Student Reasoning ◽  
Causal Explanations ◽  
Science Courses ◽  
Complex Processes ◽  
Undergraduate Science ◽  
Complex Phenomena ◽  
Conceptual Resources

Real-world processes are complex and require ideas from multiple disciplines to be explained. However, many science courses offer limited opportunities for students to synthesize scientific ideas into coherent explanations. In this study, we investigated how students constructed causal explanations of complex phenomena to better understand the ways they approach this practice. We interviewed 12 undergraduate science majors and asked them to explain real-world phenomena. From these interviews, we developed a characterization framework that described the reasoning patterns we found. In this framework, we identified three explanatory frames that differentiated the kinds of explanations students provided: a colloquial frame, wherein participants activated conceptual resources based on personal experience using everyday language; an emerging mechanistic frame, wherein participants used scientific concepts in semicoherent ways; and a causal mechanistic frame, wherein participants cohesively drew upon scientific conceptual resources to construct mechanistic explanations. Overall, the causal mechanistic frame was the least prevalent frame invoked by students. Instead, many drew on an emerging mechanistic frame and struggled to identify and apply scientific concepts to real-world scenarios. We advocate for incorporating opportunities to reason about real-world phenomena into undergraduate science curricula to provide students with experience integrating scientific concepts to explain real-world phenomena.

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