Teaching Multiliteracies in Scientific Discourse: Implications from Symbolic Construction of Chemistry*

Teaching Multiliteracies in Scientific Discourse: Implications from Symbolic Construction of Chemistry*

Blog Article

Recent research on science education has increasingly focused on the literacy challenges posed by multimodality.While students are required by government mandated syllabi to make a successful translation between different semiotic resources, there still remains a lack of research on the grammars and functionality of the specialized modalities to develop explicit instructions to improve Furniture-Setup literacy practices.This paper analyses the semiotic resource of chemical symbolism in secondary school chemistry textbooks with a Systemic Functional Multimodal Discourse Analysis approach (SF-MDA).It is argued that chemical symbolism is far from a jargon or mere shorthand for language.

Instead, it develops unique grammatical devices to realize sub-microscopic meaning and topological meaning, which outstrips the meaning potential of language.The current Rear Neck Cover study also discusses how the SF-MDA approach could develop a visible pedagogy and improve chemistry education.