A multi-layered framework for analyzing primary students’ multimodal reasoning in science Xu, Lihua, van Driel, J and Healy, R 2021, A multi-layered framework for analyzing primary students’ multimodal reasoning in science, Education Sciences, vol. 11, no. 12, pp. 1-18, doi: 10.3390/educsci11120758. Attached Files Name Description MIMEType Size Downloads Title A multi-layered framework for analyzing primary students’ multimodal reasoning in science Author(s) Xu, Lihua orcid.org/0000-0003-3292-1296 van Driel, J Healy, R Journal name Education Sciences Volume number 11 Issue number 12 Article ID 758 Start page 1 End page 18 Total pages 18 Publisher MDPI Place of publication Basel, Switzerland Publication date 2021 ISSN 2227-7102 Keyword(s) CLASSROOM DISCOURSE discourse analysis Education & Educational Research multimodality MULTIPLE REPRESENTATIONS Social Sciences social semiotics Summary Classroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning-making potential of other modes (e.g., gestural, visual, kinesthetic) beyond the semiotic mode of language, in classroom communication and in student reasoning in science. In this paper, we explore the use of a multi-layered analytical framework in an investigation of student reasoning during an open inquiry into the physical phenomenon of dissolving in a primary classroom. The 24 students, who worked in pairs, were video recorded in a facility purposefully designed to capture their verbal and non-verbal interactions during the science session. By employing a multi-layered analytical framework, we were able to identify the interplays between the different semiotic modes and the level of reasoning undertaken by the students as they worked through the tasks. This analytical process uncovered a variety of ways in which the students negotiated ideas and coordinated semiotic resources in their exploration of dissolving. This paper highlights the affordances and challenges of this multi-layered analytical framework for identifying the dynamic inter-relationships between different modes that the students drew on to grapple with the complexity of the physical phenomenon of dissolving Language eng DOI 10.3390/educsci11120758 Field of Research 1301 Education Systems 1302 Curriculum and Pedagogy 1303 Specialist Studies in Education HERDC Research category C1 Refereed article in a scholarly journal Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30160444 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection Research for Educational Impact (REDI) Related Links Link Description Link to full-text (open access)   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Fri, 31 Dec 2021, 14:02:11 EST Fri, 31 Dec 2021, 14:51:33 EST Wed, 12 Jan 2022, 21:04:41 EST Thu, 13 Jan 2022, 05:04:01 EST Sat, 22 Jan 2022, 01:33:20 EST Fri, 04 Feb 2022, 13:53:40 EST Fri, 04 Feb 2022, 14:43:21 EST Fri, 04 Feb 2022, 14:48:49 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 36 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Wed, 12 Jan 2022, 21:04:41 EST