Multimodality and New Materialism in Science Learning: Exploring Insights from an Introductory Physics Lesson

Autor/inn/en	Marshall, Delia; Conana, Honjiswa
Titel	Multimodality and New Materialism in Science Learning: Exploring Insights from an Introductory Physics Lesson
Quelle	In: Education as Change, 25 (2021), Artikel 8848 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marshall, Delia) ORCID (Conana, Honjiswa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Science Instruction; Introductory Courses; Physics; Nonverbal Communication; Human Body; Learning Modalities; Teaching Methods; Mathematics Instruction; STEM Education; Foreign Countries; Higher Education; At Risk Students; Intervention; Cooperative Learning; South Africa + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Physik; Non-verbal communication; Nonverbale Kommunikation; Menschlicher Körper; Lernumgebung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; STEM; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kooperatives Lernen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended curriculum programme (ECP) through the lens of new materialism. As De Freitas and Sinclair note in their book, "Mathematics and the Body," there is growing research interest in embodiment in mathematics (and science) education--that is, the role played by students' bodies, in terms of gestures, verbalisation, diagrams and their relation to the physical objects with which they interact. Embodiment can be viewed from a range of theoretical perspectives (for example, cognitive, phenomemological, or social semiotic). However, they argue that their new materialist approach, which they term "inclusive materialism", has the potential for framing more socially just pedagogies. In this article, we discuss a multimodal and new materialist analysis of a lesson vignette from a first-year extended curriculum physics course. The analysis illuminates how an assemblage of bodily-paced steps-gestures-diagrams becomes entangled with mathematical concepts. Here, concepts arise through the interplay of modes of diagrams, gestures and bodily movements. The article explores how multimodal and new materialist perspectives might contribute to reconfiguring pedagogical practices in extended curriculum programmes in physics and mathematics. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01