VISUAL MEANING AND SCIENTIFIC REPRESENTATIONS Written and visual

VISUAL MEANING AND SCIENTIFIC REPRESENTATIONS

Written and visual meanings compared Written meanings Visual meanings Reading or writing along the Seeing the whole picture, all line, one thing after the other at once The reader follows the writer The viewer looks across the image in their own way, starting with what first captures their attention Particularly good at representing time and causal representing space at one connections moment in time (Kalantzis & Cope, 2012, p. 271)

Scientific representations “Mathematical, verbal and graphic modes have been used individually and in coordinated ways to represent the knowledge claims of science discourse. ” (Waldrip, Prain & Carolan, 2010, p. 66)

Integrating representations Measurement is the resemiotization of the perception of an attribute into a set of numerical signs (e. g. , data collection from observations) Visualization (e. g. , graphing) then transforms this numerical data into a new form from which relationships among variables can be observed Mathematization (e. g. , creating an equation) allows this relationship to be restated in a general form from which predications can be made (Klein & Kirkpatrick, 2010, p. 89)

Peirce’s triadic model of a sign system Source: http: //loyno. edu/~zemmels/A 201/lecture/visual_theory/comm_theory. html

Example Source: http: //pmm. nasa. gov/education/sites/default/files/article_images/Water-Cycle. Art 2 A. png

Example Source: Molenaar, J. J. , Koster, J. , Zwijnenburg, D. A. , van Sluis, P. , Valentijn, L. J. , van der Ploeg, I. , . . . & Versteeg, R. (2012). Sequencing of neuroblastoma identifies chromothripsis and defects in neuritogenesis genes. Nature, 483(7391), 589 -593.

Using and reusing representations “Student representations and their revision can function variously as exploratory tools for initial thinking, scaffolding for building understanding, and records of new thinking and reasoning, depending on the purpose or purposes of the representation. ” (Waldrip, Prain & Carolan, 2010, p. 71 )

Translating theory into practice Have students to generate their own representations � Clarify meaning Have students share and discuss representations with each other � Fosters collaboration and clarification Explicitly teach students different ways of reading representations in academic research � Scaffold learning Examine representations in a variety of forms

Your task In groups, redesign visual features of identified lesson plan to reflect a multiliteracies approach.

References Molenaar, J. J. , Koster, J. , Zwijnenburg, D. A. , van Sluis, P. , Valentijn, L. J. , van der Ploeg, I. , . . . & Versteeg, R. (2012). Sequencing of neuroblastoma identifies chromothripsis and defects in neuritogenesis genes. Nature, 483(7391), 589 -593. Kalantzis, M. & Cope, W. (2012). Literacies. London: Cambridge University Press. Klein, P. D. , & Kirkpatrick, L. C. (2010). Multimodal literacies in science: currency, coherence and focus. Research in Science Education, 40(1), 87 -92. Waldrip, B. , Prain, V. , & Carolan, J. (2010). Using multi-modal representations to improve learning in junior secondary science. Research in Science Education, 40(1), 65 -80.