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Background:In light of the challenges facing science educators and special education teachers in Singapore, this study entails design-based research to develop participatory learning environments.Material and methods:Drawing upon Vygotskian perspectives, this case study was situated in an informal workshop around the theme of “day and night” working for Special Needs Children (aged from 7 to 14 years old) in Singapore. Moving away from traditional astronomy teaching, we aim to explore interdisciplinary multimodal modeling activities towards developing a participatory learning environment.Results:As the main finings of this case study, the central benefits of interdisciplinary multimodal modeling activities are twofold: (1) promoting multiliteracies development using digital and multimodal resources for supporting the emotional and social experiences in developing learners’ astronomical understanding; and (2) integrating learners’ everyday experiences with scientific astronomical understanding for the development of higher cognitive functions.Conclusions:These findings emphasize the need for the cultural development of Special Needs Children.

Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited