Premium
Achieving science literacy through transformation of multimodal textual resources
Author(s) -
Knain Erik
Publication year - 2006
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20142
Subject(s) - multimodality , scientific literacy , framing (construction) , literacy , presupposition , science education , sociology , computer science , epistemology , linguistics , mathematics education , pedagogy , psychology , philosophy , engineering , structural engineering
In her article “Framing New Research in Science Literacy and Language Use: Authenticity, Multiple Discourses, and the ‘Third Space’,” Carolyn S. Wallace presented a model of science literacy that frames language in science to teaching principles in a powerful way. The model would however be enhanced if two additional concepts are made explicit, that of multimodality and transformation. Multimodality should be part of the model both as an aspect of science literacy and as a tool for developing science literacy, by enabling transformations across different modes of representation and different contextual presuppositions, in particular between everyday and scientific contextual frames. Transformations furthermore connect multimodality to the origin of conceptual knowledge in action and culture. © 2006 Wiley Periodicals, Inc. Sci Ed 90 :656–659, 2006