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

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.

Overcoming Challenges in Assessing Mathematical Reasoning

Despite mathematical reasoning being necessary for in-depth understanding of mathematical concepts, many teacher experience difficulty in assessing it. Data were collected from 34 primary teachers at 4 Victorian government schools at two post- lesson reflective sessions following lessons with a focus on reasoning. These sessions facilitated teachers’ collaborative efforts to assess their students’ reasoning from students’ work samples. The data included transcripts of all the reflective sessions; written work samples; and associated completed rubrics. Analysis of these data enabled identification of seven challenges teachers experienced in assessing reasoning: Limited guidance provided by curriculum documents; Teachers’ knowledge of reasoning; Teacher noticing and interpretation of student reasoning; Students’ difficulties in articulating their reasoning; Assessing progress in reasoning; Inadequacy of work samples; and Challenges in tracking and reporting student progress in reasoning. The discussion presents strategies to overcome these challenges.

Keep Calm and Press for Reasoning

The questions that teachers ask to elicit student reasoning—often referred to as press for reasoning—help students explicate the concepts and principles that undergird their strategies. This article describes the term, addresses its benefits and challenges, and offers three routines.

Implementation of Project Based Learning on Student Reasoning on Covid-19 Disaster Mitigation

Disaster mitigation is activity that very important to teach and learning to someone as early as possible. Disaster mitigation can teach through positive activities such as school learning. This study aims to describe the implementation of Project Based Learning on students' reasoning for Class VII Covid-19 Disaster Mitigation at SMP 1 Maduran. This research is very much needed to see students' reasoning for understanding the concept of Covid-19 disaster mitigation and to train Covid-19 disaster preparedness as early as possible for students of SMPN 1 Maduran. The research method used One Group Pre-test Post-test Design with 30 students of grade VII at SMPN 1 Maduran. The results generally showed increase student reasoning with an average N-Gain score of 0.68 in the moderate category. The results of the increase in reasoning on each indicator, (1) namely explaining the relationship between the elements in the problem increased with an average N-Gain score of 0.58 in the moderate category, (2) made the problem solving project structure increase with an average N-Gain score of 0.76 with the High category, and (3) realizing projects that have been designed in the form of completion results increased with an average N-Gain score of 0.67 in the moderate category. Based on the data generated, it can be shown that learning using Project Based Learning is able to improve students' reasoning in class VII Covid-19 disaster mitigation material at SMPN 1 Maduran. Future research expected to be able measure students' creativity in the process of problems solving in mitigating the Covid-19 disaster.