All kinds of text: Investigating a phenomenon through multimodal media

Authors

  • Frederick Peinado Nelson California State University, Fresno

DOI:

https://doi.org/10.3776/tpre.2022.v12n2p221-227

Keywords:

Multimodal text, Universal design for learning, NGSS, Phenomenon

Abstract

Explanations about real-world phenomena are frequently challenging for students in this time when they can ask Siri or Google for the answer to a question like, “How far away is the moon?” Many of the worthwhile scientific questions are more complex, dependent on numerous conditions, subject to individual interpretations, and requiring attention to the credibility of the resource that is answering the question. The typical approach of elementary and middle school learners to an informational text is an open-ended or exploratory one in which they read a text with attention to the main idea and supporting details. The purpose of reading is usually for the learner to look at explanations of concepts, facts, and ideas in these expository texts. In this article, we approach text using the Next Generation Science Standards (NGSS) Science and Engineering Practice of Obtaining, Evaluating, and Communicating Information to interact with a variety of information sources with the purpose of investigating a phenomenon.

Author Biography

Frederick Peinado Nelson, California State University, Fresno

Frederick Peinado Nelson, PhD, is an Associate Professor of Science Education in the Department of Liberal Studies at California State University, Fresno. He received his Ph.D. in Science Educaiton from the University of Florida in 2012, with his research focus on preservice science teachers' development of reflective practice.  Prior to his work in science teacher education at the postsecondary level, he was a high school physics teacher in Kansas.

References

Alvermann, D. E., & Wilson, A. A. (2011). Comprehension strategy instruction for multimodal texts in science. Theory Into Practice, 50(2), 116–124. https://doi.org/10.1080/00405841.2011.558436

California Department of Education. (2013). California common core state standards: English language arts & literacy in history/social studies, science, and technical subjects.

CAST (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Dartrider. (2015). Honeybee (Apis mellifera) visits tomatillo flowers [Photograph]. Wikimedia Commons. https://commons.wikimedia.org/wiki/File:Honeybee_and_tomatillo_flowers.jpg

Krajcik, J. S., & Sutherland, L. M. (2010). Supporting students in developing literacy in science. Science, 328(5977), 456–459. https://doi.org/10.1126/science.1182593

NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press. https://doi.org/10.17226/18290

Penuel, W. R., & Bell, P. (2016, March). Qualities of a good anchor phenomenon for a coherent sequence of science lessons. STEM Teaching Tools. https://stemteachingtools.org/brief/28

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Published

2022-11-04

How to Cite

Frederick Peinado Nelson. (2022). All kinds of text: Investigating a phenomenon through multimodal media. Theory & Practice in Rural Education, 12(2), 221–227. https://doi.org/10.3776/tpre.2022.v12n2p221-227

Issue

Vol. 12 No. 2 (2022): Theory & Practice in Rural Education: Special Issue on Rural STEM Teacher Development

Section

Practice Forum

License

Copyright (c) 2022 Frederick Peinado Nelson

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Articles will be published using a Creative Commons Attribution Non-commercial Sharealike license. (For more information on this license, please visit the Creative Commons license page.) Please also note that the authors are explicitly granting permission for Academic Library Services to store a copy of the article in The ScholarShip, ECU's Institutional Repository under the terms of the current ScholarShip license. As a North Carolina agency, ECU contributes copies of all publications to the North Carolina State Archives.