Abstract
The complexity of science discourse has long been recognized as challenging for many students. Systemic functional linguistic accounts of technicality and meaning aggregation, differentiating scientific and everyday discourse, have explicated the linguistic complexity confronting students. The complexity of images and image-language ensembles in science discourse has not been similarly delineated. Two aspects of multimodal meaning-making have not been sufficiently theorized to support pedagogies of visualization interpretation and creation in science: (1) the role of the verbiage within scientific visualizations has been largely ignored; (2) image analysis has emphasized single-structure images, e.g. narrative or classificational or analytical, whereas multiple structures in a single image is a frequent and significant resource in science. This paper outlines a framework describing the co-deployment of image and verbiage to construct multi-structure image-language ensembles in high school science textbooks. Using this framework two investigations are described: (1) variation among textbook infographics in image-language co-articulation representing meaning complexes of phenomena such as mitosis; (2) the relationship between co-articulation of image-language resources and achievement level in infographics constructed by senior high school students. Implications are drawn for extending transdisciplinary research in educational semiotics and science education and for pedagogies of multimodal disciplinary literacy development in high school science.
Highlights
Durante mucho tiempo, se ha reconocido la complejidad del discurso distintivamente científico como un desafío para el aprendizaje de los estudiantes, en especial aquellos de bajo nivel socioeconómico o cuya primera lengua no es el idioma oficial de enseñanza (Nunes et al, 2017; Teese, 2013)
This paper outlines a framework describing the co-deployment of image and verbiage to construct multi-structure image-language ensembles in high school science textbooks. Using this framework two investigations are described: (1) variation among textbook infographics in image-language co-articulation representing meaning complexes of phenomena such as mitosis; (2) the relationship between co-articulation of image-language resources and achievement level in infographics constructed by senior high school students
Implications are drawn for extending transdisciplinary research in educational semiotics and science education and for pedagogies of multimodal disciplinary literacy development in high school science
Summary
La complejidad del discurso científico ha sido identificada como desafiante para muchos estudiantes. Los análisis de la lingüística sistémico funcional sobre tecnicalidad y agregación de significados, que diferencian el discurso científico del cotidiano, han explicado la complejidad lingüística a la que se enfrentan los estudiantes. Este artículo presenta un marco en el que se describe el codespliegue de la imagen y la palabra para construir ensambles de estructura múltiple imagen-lenguaje en los libros de texto de ciencias para secundaria. Se describen dos investigaciones: (1) la variación entre las infografías de los libros de texto en la coarticulación imagen-lenguaje, que representa complejos de significados de fenómenos como la mitosis; (2) la relación entre la coarticulación de los recursos imagen-lenguaje y el nivel de logro en las infografías construidas por los estudiantes de secundaria.
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