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Assessing multimodal literacies in science: semiotic and practical insights from pre-service teacher education
Language and Education ( IF 2.432 ) Pub Date : 2020-02-17 , DOI: 10.1080/09500782.2020.1720227
Pauline Jones 1 , Annette Turney 1 , Helen Georgiou 1 , Wendy Nielsen 1
Affiliation  

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.



中文翻译:

评估科学中的多模式文学:来自职前教师教育的符号学和实践见解

摘要

本文来自教育符号学家和科学教育工作者的研究,该研究调查了学生生成的数字人工制品在职前科学教师教育中的评估任务。在向大学生科学领域的学生生成媒体的广泛转变中,使用此类任务的原因是需要加深职前小学教师对内容的理解,并培养对科学教学的热情。但是,任务很艰巨,因为学生必须在这些简短的数字独立演示中展示内容和元符号学知识。在本文中,我们利用人工制品,访谈和评估方法来证明这些挑战。我们确定什么是成功完成任务所需的关键符号学理解,认为这些包括对多模式的理解以及对特定学科的代表作法的了解。我们描述了一种由功能性社会符号学和脚手架扫盲方法提供指导的干预措施,这些干预措施的主要特征包括使用解构范例文本和量身定制的评估表述明确的教学顺序。本文报告了理论和实践方面的见解,并致力于为新兴的分析框架以及多式联运素养评估做出贡献。我们描述了一种由功能性社会符号学和脚手架扫盲方法提供指导的干预措施,这些干预措施的主要特征包括使用解构范例文本和量身定制的评估表述明确的教学顺序。本文报告了理论和实践方面的见解,并致力于为新兴的分析框架以及多式联运素养评估做出贡献。我们描述了一种由功能性社会符号学和脚手架扫盲方法提供指导的干预措施,这些干预措施的主要特征包括使用解构范例文本和量身定制的评估表述明确的教学顺序。该论文报告了理论和实践的见解,并致力于为新兴的分析框架以及多式联运素养评估做出贡献。

更新日期:2020-02-17
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