Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices

Wilmes, Sara; Siry, Christina

doi:10.1007/s11165-020-09977-z

Cited by 31 publications

(8 citation statements)

References 41 publications

(31 reference statements)

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“…For both cases, the codes were generated by viewing the embodiments of science ideas several times, focusing mostly at first on the actions and then considering the actions and any associated dialogue or narration as well as interactions among the actors and audience. This allowed us to foreground embodied engagement, similar to Wilmes and Siry (2021) who reduced the “bias inherent in language‐centric [methodological] approaches” (p. 74) by focusing on the students' actions, while also overlaying additional meaning of the embodiments as communicated in speech.…”

Section: Methodsmentioning

confidence: 96%

“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms

et al. 2021

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School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed. In the context of a partnership between school‐ and university‐based educators and researchers, we explored how multimodal literacies cultivated through the performing arts, provide students from minoritized communities opportunities to both create knowledge and to position themselves as science experts and brilliant and creative meaning makers. Four theoretical perspectives (social semiotics and multimodality; dramatizing and the embodied mind; dismantling master narratives for minoritized peoples; and the relationship of knowledge production and identity construction) framed this multiple case study of classes of elementary and middle school students who made sense of and communicated science concepts and practices through embodied performances. The study provided evidence that embodied science representations afford students abundant opportunities to construct science knowledge and positionings that support engagement with science, whether performed on a small scale in classrooms, or for the whole school through a large‐scale science play. Embodied dramatizing led to opportunities for collective meaning making as student‐performers coordinated across various movements and modes in order to represent ideas. Multiple enactments of the same concept nurtured the development of multi‐dimensional scientific, sociocultural, and sociopolitical meanings. During embodiments, students positioned themselves and others in ways that allowed expanded science identities to become possible, intertwined with other salient identities. By treating children's bodies as sites of knowledge, imagination, and expertise, integrating performing arts and science has the potential to facilitate the development of connections among ideas and between self and ideas.

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Section: Methodsmentioning

confidence: 96%

“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms

et al. 2021

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“…This use of plurilingual to describe people, and multilingual to describe spaces is in accordance with the Council of Europe's ( 2018 ) position on plurilingualism. Thus, in our work we explore the resources plurilingual students in Luxembourg employ in multilingual classroom spaces (e.g., Wilmes and Siry 2021 ). Positioning students as plurilingual provides us with a lens on the diverse, multimodal resources they employ in classrooms (Wilmes, Siry, Gómez Fernández, Gorges 2018 ).…”

Section: Methodology Participants and Analytical Approachmentioning

confidence: 99%

Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom

Wilmes

2021

Cult Stud of Sci Educ

Self Cite

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In her original article, “Identity, Agency and the Internal Conversations of Science and Math Teachers Implementing instructional reforms in High-Need Urban Schools”, Stacy Olitsky (2021) takes us on an exploration of the identity development and agencies exerted by two teachers working to implement science instructional reforms in high-need urban schools. Olitsky (2021) utilizes Interaction Ritual Theory as a lens to examine a seldom viewed and even intimate aspect of teacher’s worlds, namely teachers’ self-talk. In this forum article I embrace the invitation extended by Olitsky, through an exploration of the interaction rituals that took place among students and a teacher working with digital microscopes in an early childhood classroom. I draw upon the theoretical lens of communitas to illuminate the power of collective joy that formed. Specifically, I will share two vignettes from a multilingual early childhood classroom to illustrate how teacher-guided and student-guided spaces afforded interactions that lead to the development of collective joy. I show how collective work with the microscopes allowed for joy and surprise to occur within a classroom of plurilingual students who are participating in their first schooled experiences of science. I conclude with a discussion of the power of student-driven instructional spaces as places for students working to learn science, and the language of instruction, to collectively experience joy as they explore.

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“…In light of the limitations of the above research, the effect presented by multi-modal interactive technology is not enough to satisfy people. There is still a distinct difference from the ideal state, which objectively hinders the combination with its landscape environment [ 45 ]. The emergence of tools is necessary to meet people’s needs.…”

Section: Discussionmentioning

confidence: 99%

Multimodal Interaction of MU Plant Landscape Design in Marine Urban Based on Computer Vision Technology

Yuan

Zhang

Kim

2023

Plants

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At present, there is a growing focus on the landscape and environment of ocean cities, with an increasing demand for improved ecological sustainability and aesthetic appeal. With the emergence of computer vision design technologies such as 3D and VR, people have overcome the limitations of traditional paper-based design materials. Through the use of computer software, various forms of expression, such as drawings and animations, can be produced, thereby meeting the diverse demands for showcasing plant landscapes. The purpose of this paper is to study the design of marine urban (MU) botanical landscapes based on computer vision technology (CVT) and multimodal interaction design (MID) theory, so that the design of MU botanical landscape can meet people’s psychological behavior and visual needs, and at the same time enable people to participate in and experience the landscape, so as to better meet people’s needs for viewing, leisure, and entertainment. At the same time, it is hoped that the research of this paper will play a role in promoting the innovation and development of the concept of MU landscape design (LD) in the future, specifically from two levels of theoretical and practical significance. First, at the level of theoretical research: Based on the theory of MID, this paper explores the application of communication and interaction among humans and between humans and the landscape in the design of MU planting, and tries to explore and summarize the content and methods of interactive LD in marine cities with a theoretical basis and research value. The goal is to both enhance the theoretical level of interactive LD, and also provide new reference for future marine city (MC) LD. Second, at the level of practical application: In the field of LD, the new concept of computer vision is introduced to fully understand the visual needs of people and increase the practicality and pleasantness of the MU landscape, hoping to attract more people to come to play and rest. Through the attraction of MU landscapes to tourists, the design and construction of the landscape no longer focus on its appearance, but rather on the participation and experience of people.

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Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices

Cited by 31 publications

References 41 publications

“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms

“Science theatre makes you good at science”: Affordances of embodied performances in urban elementary science classrooms

Interaction rituals, emotions, and early childhood science: digital microscopes and collective joy in a multilingual classroom

Multimodal Interaction of MU Plant Landscape Design in Marine Urban Based on Computer Vision Technology

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