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Unpacking the Multimodal Discourse Demands of Microscopy in a Bioscience Laboratory

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Title: Unpacking the Multimodal Discourse Demands of Microscopy in a Bioscience Laboratory
Language: English
Authors: Muna, Natashia (ORCID 0000-0003-3989-9212), Paxton, Moragh, Frith, Vera, van der Merwe, Mathilde (ORCID 0000-0002-5561-235X)
Source: International Journal of Science Education. 2020 42(16):2742-2764.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Biological Sciences, Science Laboratories, Learning Modalities, Visual Literacy, Laboratory Equipment, Teaching Methods, Science Instruction, College Science, Undergraduate Study, Science Process Skills, Foreign Countries, Biology
Geographic Terms: South Africa
DOI: 10.1080/09500693.2020.1836429
ISSN: 0950-0693
Abstract: To become scientifically literate, students must learn to proficiently utilise and fluently integrate a suite of specialised and contextualised multimodal literacy practices. While the frequency of explicit reading and writing instruction in the sciences is increasing, the wider range of multimodal practices are often not adequately addressed. We explored the multimodal literacy demands and challenges in a first-year biology microscopy practical, using a teaching case-study approach which included a task analysis, evaluation of student reports, and direct observations of students during the practical. The task analysis indicating a substantive level of component and coordinative complexity which required student to use six different literacy practices, and integrate three different modes, necessitating 12 mode switches. Student observations highlighted challenges with identifying cells under the microscope, while analysis of reports provided evidence of students' difficulties with making estimations, producing biological drawings, and appropriately integrating quantitative and qualitative information into their drawings. Underpinning these challenges was the requirement to integrate multiple modes simultaneously. These findings should inform critical reflection on the teaching of multimodal literacy practices and the need to make these practices explicit to students and provide sufficient opportunity for them to develop individual modal fluency, prior to the requirement for multimodal integration.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1278879
Database: ERIC
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  Data: Unpacking the Multimodal Discourse Demands of Microscopy in a Bioscience Laboratory
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  Data: <searchLink fieldCode="AR" term="%22Muna%2C+Natashia%22">Muna, Natashia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3989-9212">0000-0003-3989-9212</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paxton%2C+Moragh%22">Paxton, Moragh</searchLink><br /><searchLink fieldCode="AR" term="%22Frith%2C+Vera%22">Frith, Vera</searchLink><br /><searchLink fieldCode="AR" term="%22van+der+Merwe%2C+Mathilde%22">van der Merwe, Mathilde</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5561-235X">0000-0002-5561-235X</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 23
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  Data: 10.1080/09500693.2020.1836429
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  Data: To become scientifically literate, students must learn to proficiently utilise and fluently integrate a suite of specialised and contextualised multimodal literacy practices. While the frequency of explicit reading and writing instruction in the sciences is increasing, the wider range of multimodal practices are often not adequately addressed. We explored the multimodal literacy demands and challenges in a first-year biology microscopy practical, using a teaching case-study approach which included a task analysis, evaluation of student reports, and direct observations of students during the practical. The task analysis indicating a substantive level of component and coordinative complexity which required student to use six different literacy practices, and integrate three different modes, necessitating 12 mode switches. Student observations highlighted challenges with identifying cells under the microscope, while analysis of reports provided evidence of students' difficulties with making estimations, producing biological drawings, and appropriately integrating quantitative and qualitative information into their drawings. Underpinning these challenges was the requirement to integrate multiple modes simultaneously. These findings should inform critical reflection on the teaching of multimodal literacy practices and the need to make these practices explicit to students and provide sufficient opportunity for them to develop individual modal fluency, prior to the requirement for multimodal integration.
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