ABSTRACT
In this chapter, we argue a case for science classroom discourse to reflect the multimodal disciplinary literacies through which scientific knowledge is built and propose the basis for an approach by which social semiotic principles can inform research into students’ creation and interpretation of multimodal texts. First, we establish the centrality of multimodality in science disciplinary reasoning and knowledge building. Next, we argue a case for learning as a process of induction into the multimodal disciplinary literacies of science. We adopt the perspective of linguists and semioticians who describe the construction of meaning through a process of semiosis that coordinates the use of language and other systems of visual and symbolic signs. We discuss the nature of the scaffolding by referring to different readings of Vygotsky in relation to the mediating role of semiotic tools, such as language and image. We explore the role of a variety of multimodal genres, currently emphasized in science education, through which students interpret and work with science ideas. These include argumentation, visualization, model-based reasoning and investigative practices. We argue a need for a metalanguage to support students to develop competence in these literacy practices.
