Please use this identifier to cite or link to this item: http://scholarbank.nus.edu.sg/handle/10635/31637
Title: SCIENTIFIC LITERACY IN SECONDARY SCHOOL CHEMISTRY: A MULTIMODAL PERSPECTIVE
Authors: LIU YU
Keywords: Multimodality, Scientific Literacy, Chemistry, Macroscopic Meaning, Submicroscopic Meaning, Grammar
Issue Date: 12-Jul-2011
Source: LIU YU (2011-07-12). SCIENTIFIC LITERACY IN SECONDARY SCHOOL CHEMISTRY: A MULTIMODAL PERSPECTIVE. ScholarBank@NUS Repository.
Abstract: This thesis is situated within the research field of multimodality and in the pedagogical context of science education. It aims to offer a semantic account of multi-semiotic representations and verbal discourse in secondary school chemistry education. The present study is motivated to provide instructors with useful tools to design their teaching practice in ways that enhance young learners¿ understanding of scientific knowledge.The corpus comprises authorized scientific representations from textbooks, which have significant impacts upon the teaching practice. It also consists of video sequences of classroom communication on the topic of Arenes in which the multi-semiotic PowerPoint slides and the teacher and students¿ verbal discourse are selected for analysis. The different data are analyzed from a multimodal social semiotic perspective in four complementary sub-studies. The first sub-study investigates the ways in which different aspects of chemical literacy can be developed in a coordinated manner. The second one explores the functional specialization of chemical symbolism and structural formulas. Third, this research focuses on grammatical choices, which tend to shift their probabilities of occurrence in both verbal and multimodal discourse. The fourth sub-study aims to show how the curriculum content of benzene is construed in the teaching sequence. The main findings can be summarized as follows: First of all, the social semiotic dimensions of metafunction, multimodality, stratification and realization provide a coherent platform for conceptualizing the interrelationships between different scientific literacy components. Secondly, symbolic modes and scientific diagrams possess a range of specialized grammatical resources to realize ideational, interpersonal and textual meaning. For example, chemical symbolism interprets reactivity at the submicroscopic level through the mechanism of ¿reactive processes¿ not possible by using language. Furthermore, it is found that the PROCESS TYPE system and the PARTICIPANT TYPE system operate in both verbal and multimodal representations to construe experiential meaning. Last but not least, analysis of two systems in the teaching sequence reveals that at each stage the curriculum content of benzene is shaped by a particular set of multi-semiotic and verbal elements and there is a semantic shift from macroscopic meaning to submicroscopic meaning when the classroom discourse unfolds. The multimodal analysis in this research has important pedagogical implications. It offers a meta-language for teacher and students to explicitly discuss chemical representations and negotiate their meaning. Further to this, the social semiotic approach provides a principled basis for instructors to select and sequence semiotic resources in relation to the construal of curriculum content.
URI: http://scholarbank.nus.edu.sg/handle/10635/31637
Appears in Collections:Ph.D Theses (Open)

Show full item record
Files in This Item:
File Description SizeFormatAccess SettingsVersion 
Liu Y.pdf3 MBAdobe PDF

OPEN

NoneView/Download

Page view(s)

858
checked on Dec 11, 2017

Download(s)

96
checked on Dec 11, 2017

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.