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A Typology of Actional‐Operational Modes in Earth Science and Implications for Science Literacy Instruction
Author(s) -
WILSON AMY ALEXANDRA
Publication year - 2013
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.21064
Subject(s) - affordance , psychology , typology , mathematics education , fieldnotes , embodied cognition , science education , interpersonal communication , computer science , cognitive psychology , communication , sociology , artificial intelligence , ethnography , anthropology
Framed in theories of social semiotics, this multiple case study describes and categorizes the actional‐operational modes used by three middle school earth science teachers throughout the course of one school year. Data included fieldnotes, photographs, and video recordings of classroom instructions as well as periodic interviews with the teachers. A constant comparative analysis of the data resulted in the creation of a typology of actional‐operational modes according to how they fulfilled the ideational, interpersonal, and textual metafunctions of communication. Six categories of actional‐operational modes were identified: gesture, embodied representation, moving objects on flat surfaces, moving objects through three‐dimensional space, material representations, and observed phenomena. Multimodal concordance charts were used to identify the affordances and productive constraints of each of these modes. The study offers implications for how fundamental science literacy instruction might be reconceptualized to more rigorously account for actional‐operational texts, including building students’ multimodal representational competence and providing comprehension strategy instruction in ways that consider these modes’ unique features. © 2013 Wiley Periodicals, Inc. Sci Ed 97 :524–549, 2013