There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and multimodal representations in students’ meaning making in science (Lemke, 1998; Tytler, Prain, Hubber, & Waldrip, 2013; Tang, International Journal of Science Education, 38(13), 2069–2095, 2016). However, research in this area is only starting to explore how these different modal meanings interact (Tytler, Prain, Aranda, Ferguson, & Gorur, 2020) and particularly of the nature of the ‘transduction’ (Airey & Linder, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(1), 27–49, 2009) or ‘re-description’ (Lehrer & Schauble, 2013) of one modal representation to another and their coordination in model-based reasoning in science. This paper explores ways in which groups of secondary students orchestrated multimodal representations to gain an understanding of the lever principle in a collaborative learning environment of a Science of Learning Research Classroom. The analysis of video data and student artefacts suggests that mathematical formulations on their own were limited in allowing students to satisfactorily engage with science ideas and that a key feature of cross-modal translation is the flexibility in application of these ideas afforded by the different modes and understanding the nature of these interactions. Using a Peircean socio-semiotic approach (Peirce, 1992, 1998) and Pickering’s notion of scientific research involving a ‘mangle of practice’ (Pickering, 1995, p. 23), this paper argues that a robust understanding of the lever principle necessarily involves students coordinating a range of modal representations, including visual-spatial, manipulative, embodied and abstract mathematical drawing on the distinctive affordances each brings to learning. We also describe the way these representations push back on learners in unexpected ways.

人们越来越认识到科学发现实践的多模态表征性质以及多模态表征在学生科学意义建构中的作用（Lemke，1998 年；Tytler、Prain、Huber 和 Waldrip，2013 年；Tang，国际科学杂志）教育，38 (13)，2069-2095，2016 年。然而，该领域的研究才刚刚开始探索这些不同的模态含义如何相互作用（Tytler、Prain、Aranda、Ferguson 和 Gorur，2020 年），尤其是“转导”的性质（Airey 和 Linder，Journal of Research in科学教学：全国科学教学研究协会官方期刊，46(1), 27–49, 2009) 或“重新描述”(Lehrer & Schauble, 2013) 一种模态表示到另一种及其在科学中基于模型的推理中的协调。本文探讨了中学生群体协调多模态表示的方式，以了解在学习科学研究课堂的协作学习环境中的杠杆原理。对视频数据和学生作品的分析表明，数学公式本身在让学生满意地参与科学思想方面是有限的，跨模态翻译的一个关键特征是不同模式和模式提供的应用这些思想的灵活性。了解这些相互作用的性质。使用 Peircean 社会符号学方法 (Peirce, 1992, 1998 年）和 Pickering 的科学研究概念涉及“实践的混乱”（Pickering，1995 年，第 23 页），本文认为，对杠杆原理的深刻理解必然涉及学生协调一系列模态表示，包括视觉空间、操纵性、具体化和抽象的数学绘图，描绘了每个给学习带来的独特启示。我们还描述了这些表示以意想不到的方式反击学习者的方式​​。