This paper presents an integrative framework for analyzing science meaning‐making with representations. It integrates the research on multiple representations and multimodal representations by identifying and leveraging the differences in their units of analysis in two dimensions: timescale and compositional grain size. Timescale considers the duration of time a learner typically spends on one or more representations. Compositional grain size refers to the elements of interest within a representation, ranging from components such as visual elements, words, or symbols, to a representation as a whole. Research on multiple representations focuses on the practice of re‐representing science concepts through different representations and is typically of long timescale and large grain size. Research on multimodal representations tends to consider how learners integrate the components of a representation to produce meaning; it is usually of finer grain size and shorter timescale. In the integrative framework, each type of analysis on multiple and multimodal representations plays a mutually complementary role in illuminating students’ learning with representations. The framework is illustrated through the analysis of instructional episodes of middle school students using representations to learn nanoscience concepts over the course of a lesson unit. Finally, recommendations for new research directions stemming from this framework are presented.

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This article presents the development, description, application, and discussion of an analytical framework to examine students' drawings of scientific concepts and processes. Student-generated representation, particularly drawing, is increasingly emphasised as an important learning strategy to help students reason, explain, and demonstrate their scientific thinking and understanding. Although this strategy would require a greater need to understand what students are drawing, there are currently few frameworks that can support researchers and educators in analysing student-generated drawings. Based on the theory of social semiotics and an empirical data corpus of students' drawings from two research projects, we developed an analytical framework to describe and categorise a broad range of ideas and relationships that students are representing through their drawings in physics and chemistry. The application of this framework will be illustrated by two analytical examples of students' drawings in the topics of rotational moment and chemical bonding. The first example analysed students' drawings in relation to their accompanying written explanations, while the second example analysed the students' drawings in conjunction with the occurring classroom discourse. Through the illustration, the research and pedagogical applications and usefulness of this analytical framework will be discussed.

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The term ‘STEM literacy’, while often used as a slogan for the goal of STEM education, is open to multiple interpretations and used without much research evidence to support its validity. The purpose of this paper is to review the research literature in science, technology/engineering and mathematics education to examine how literacy in each respective discipline has been defined, conceptualised and studied. The literacies across the disciplines are then compared to identify similarities and differences in order to determine on what basis these literacies can be conceptualised collectively, or not. Based on the similarities found in several language and thought processes of the disciplines, we conclude that there is presently a research basis for postulating a unitary STEM literacy that reflects the shared general capabilities required in all the STEM disciplines. At the same time, there are also substantial differences that support the retention of the existing literacy constructs (i.e., S.T.E.M. literacies) to reflect the specific linguistic, cognitive and epistemic requirements found in each disciplinary area. This distinction from the singular STEM literacy is necessary to highlight the skills and practices that are unique to each particular discipline, and therefore not applicable in all the other disciplines. Given the haphazard rhetoric regarding STEM education, what STEM literacy comprises requires analysis and clear articulation that is framed by literacy research and scholarship in each STEM discipline.

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Metadiscourse, or metatalk, is a discursive resource used in virtually any text or conversation to organize its content or signal the author's stance toward the content. Despite its prevalence in classroom talk, few have examined the role of metadiscourse and how it assists teachers and students to manage classroom communication of scientific knowledge. Thus, the purpose of this study is to analyze how science teachers use metadiscourse to construct scientific knowledge with their students. Based on a corpus of classroom video data, I developed a typology of metadiscourse commonly found in science classroom discourse. The typology comprises six major categories of metadiscourse, namely text connective, knowledge connective, activity connective, attitude marker, epistemology marker, and interpretive marker. In addition, I showed how the analysis on metadiscourse was necessary to complement the gaps from classroom analysis focusing on the interaction and content development aspects of classroom talk, particularly during the opening and reviewing stages of constructing a scientific explanation. With a better understanding of metadiscourse, its potential use as a pedagogical intervention to promote science learning is then discussed.

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