Assessing Multimodal Literacies in Science: Semiotic and Practical Insights from Pre-Service Teacher Education

Autor/inn/en	Jones, Pauline; Turney, Annette; Georgiou, Helen; Nielsen, Wendy
Titel	Assessing Multimodal Literacies in Science: Semiotic and Practical Insights from Pre-Service Teacher Education
Quelle	In: Language and Education, 34 (2020) 2, S.153-172 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1720227
Schlagwörter	Multiple Literacies; Semiotics; Science Teachers; Preservice Teacher Education; Science Instruction; Higher Education; Course Content; Evaluation Methods; Pedagogical Content Knowledge; Intervention; Literacy; Scaffolding (Teaching Technique); Scoring Rubrics; Educational Change; Elementary School Teachers; Foreign Countries; Water; Visual Aids; Australia + Suchen Sie Ihr Suchwort? Semiotik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursprogramm; Pädagogische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Scoring formulas; Auswertungsbogen; Bildungsreform; Elementary school; Grundschule; Volksschule; Ausland; Wasser; Anschauungsmaterial; Australien
Abstract	This paper arises from research undertaken by educational semioticians and science educators investigating the use of student generated digital artefacts as assessment tasks in pre-service science teacher education. Part of a broader shift toward student-generated media in tertiary science, the use of such tasks is driven by the need to deepen pre-service primary teachers' understandings of content and to foster enthusiasm for teaching science. However, the tasks are challenging as students must demonstrate both content and meta-semiotic knowledge in these brief digital standalone presentations. In the paper, we draw on artefacts, interviews and assessment practices to demonstrate these challenges. We identify what have emerged as key semiotic understandings necessary to complete a successful response to the task, arguing that these include multimodal understandings as well as knowledge of disciplinary specific representational practices. We describe an intervention informed by functional social semiotics and scaffolded literacy approaches with key features including use of an exemplar text for deconstruction and an explicit instructional sequence with a tailored assessment rubric. The paper reports both theoretical and practical insights and seeks to contribute to emerging analytical frameworks as well as multimodal literacy assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01