ABSTRACT
This chapter provides insight into how three teachers within the M3S project engaged with the design-based research process and made significant contributions to the development of theory and practice. Through involvement in iterative cycles of planning and implementation with the researchers, these teachers modified their theoretical understandings and built new practices for application within senior high school science classrooms. The process helped these teachers to transform their own practices, as well as to demonstrate how design-based research can be used to build theory and practice relevant for multimodal disciplinary literacy approaches within science. Riya, working within biology, developed understandings and practices for supporting students with the kind of short-answer responses valued within biology examinations. Paolo, in the context of physics, and Carmela, working within chemistry, concentrated on supporting students with research posters. Through their work in the project, the three teachers demonstrated how pedagogies associated with multimodal disciplinary literacy could support student learning related to high-stakes assessments in the senior years of high school. Input from the researchers about the grammatical content of work by high-achieving students supported the three teachers as their pedagogies evolved and enabled the three teachers to engage in the deconstruction of representations with their students.
