VISUALIZING SCIENCE: BRIDGING PEDAGOGY AND SEMIOTIC REASONING IN THE NATURAL SCIENCE CLASSROOM

Abstract

There is an increased recognition of the significance of incorporating Visual semiotic models (VSMs) and scientific visual reasoning skills (VSR-skills) in Science disciplines. This qualitative study sought to explore the use of VSR-skills and VSMs in a Natural Science classroom to bridge pedagogy and semiotic reasoning in the Natural Science classroom. VSR-skills are abilities to interpret and construct meaning from VSMs such as diagrams, videos, graphs, models, and simulations to gain a deeper understanding of complex scientific concepts and processes as Natural Science concepts range from organisational levels that are from simple atoms to intricate systems. Therefore, integration of VSR-skills in the Natural Science classroom can foster critical thinking, problem-solving and communication skills which are some of the competent skills needed in the 21st century learning. A multiple case study method was executed at the research sites (schools) with the teachers who teach Natural Sciences as a subject with a minimum of two years’ experience as sampled data sources. A non-probability sampling technique was adopted. Pedagogical practices, nature and quantity of VSMs used in Natural Science classrooms, verbs used to probe VSR-skills when teaching with VSM and VSR-skills needed to interpret the VSMs used in Natural Sciences pedagogy were identified using semi-structured interviews, lesson observations and document analysis. Collected data was analysed through Interpretative Phenomenological Analysis, observation protocol and a checklist. The results elucidated that Grade 7 teachers lack practicality command of scientific understanding of visual semiotic reasoning hence they employ teacher-centred pedagogical practices that use four VSMs when teaching. Furthermore, embedded in their pedagogical practices, the verbs associated with VSMs in the assessment tasks do not probe VSR-skills of learners. The study recommends that it is critical to find a balance between VSMs and hands-on experiences when implementing VSMs in Natural Science classes and a longitudinal research should be conducted that can look into the long-term effects of VSMs integration on VSR skill development.