The meaning-making practices of science are multimodal and include representational forms such as spoken and written language, diagrams, graphs, equations, and images. Science learning proceeds through an ever-increasing grasp of such resources. This study aims at providing insight into how a combination of Interaction Analysis (IA) and social semiotic analysis can provide a deeper understanding of students’ engagement and learning with science representations. Social semiotics offers an analytical lens and categories for interpreting nuances of meaning in the visual domain. IA places a strong methodological emphasis on grounding analysis in unfolding interactions among peers, teachers, and artefacts. Investigating a teaching design where students iteratively produce multimodal drawings of the greenhouse effect, we used a multimodal analysis of the students’ drawings and an IA of transcribed video recordings of students’ interactions with each other and their teacher. The analyses show a progression towards more scientific student drawings over the course of a lesson. This progression was made possible by sustained attention to critical details in the drawings, and the drawings and interactions were instrumental in developing a more sophisticated understanding of the mechanisms behind the greenhouse effect. IA provides important analytical insights into students’ interest in the situation, which is at the heart of social semiotics. Social semiotics offers insight into the nuances of students’ interpretations of the world and how they relate to the practices of disciplinary science.

中文翻译：

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从社会符号学和互动分析的角度探索学校科学中学生推理和表征的构建

科学的意义创造实践是多模态的，包括口语和书面语言、图表、图形、方程和图像等表征形式。科学学习是通过不断增加对此类资源的掌握来进行的。本研究旨在深入了解交互分析 (IA) 和社会符号学分析的结合如何能够更深入地了解学生对科学表征的参与和学习。社会符号学提供了一个分析镜头和类别来解释视觉领域中意义的细微差别。IA 在方法论上强调在同伴、教师和人工制品之间展开互动的基础分析。研究学生反复制作温室效应多模态图的教学设计，我们对学生的绘画进行了多模态分析，并对学生与彼此和他们的老师互动的转录视频进行了 IA。分析显示，在一节课的过程中，学生绘画会朝着更科学的方向发展。这种进步是通过对图纸中关键细节的持续关注而实现的，图纸和互动有助于更深入地了解温室效应背后的机制。IA 为学生对情境的兴趣提供了重要的分析见解，这是社会符号学的核心。社会符号学提供了洞察学生对世界的解释的细微差别以及它们与学科科学实践的关系。