ABSTRACT
Having established a relationship between multimodal design and learning, this chapter applies the tracking semiosis methodology to representations of filtration in a series of secondary school science lessons. Five separate frameworks are presented; each concerned with the operation of a single representational process. This allows for differences and similarities in configurations between resource texts and those created by the students to be explored in detail. Resource texts include transcriptions of teacher talk, worksheets, whiteboard notes and diagrams. Student texts include transcriptions of spoken interactions, gestures, written notes and their final presentation text: a three-dimensional model of filtration.
