Affiliation:
1. Department of Chemistry and Biomedical Sciences, Linnaeus University, 391 82 Kalmar, Sweden
2. Department of Swedish, Linnaeus University, 351 95 Växjö, Sweden
3. Department of Teaching and Learning, Stockholm University, 106 91 Stockholm, Sweden
Abstract
Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges. However, more research has yet to investigate how students design multimodal texts to represent complex biological processes. For a holistic understanding of ecology, it is crucial to understand different complex processes, such as the matter cycle, energy flow, decomposition, and their relations. Therefore, this study aims to, through multimodal text analysis based on systemic functional linguistics (SFL), identify how secondary students collectively present and combine such processes and how they position themselves through their textual choices. Results indicate that representing biological processes comprises several challenges for students. One way in which this is shown is the unclear use and meaning of arrows. Thereto, the students include various aspects uncommon in the field of ecology, for example, symbols inspired by comic books, values, and the role of humans, thereby relating ecosystems to their interests and everyday life. Implications for teaching are discussed, for instance, the importance of supporting students in terms of scientific content and how to represent it, which can be conducted through text discussions.
Subject
Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation
Reference77 articles.
1. (2022, December 15). The National Curriculum in England: Key Stages 1 and 2 Framework Document, Available online: https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum.
2. (2022, December 15). The National Curriculum in England: Key Stages 4 Framework Document, Available online: https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study.
3. Swedish National Agency for Education (2018). Curriculum for the Compulsory School, Preschool Class and School-Age Educare 2011, Revised 2018.
4. Swedish National Agency for Education (2022, October 15). Ämne: Biologi. Available online: https://www.skolverket.se/download/18.4fc05a3f164131a7418104a/1535372296309/Biology-swedish-school.pdf.
5. Wennersten, L., Wanselin, H., Wikman, S., and Lindahl, M. (2020). Interpreting students’ ideas on the availability of energy and matter in food webs. J. Biol. Educ., 1–21.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献