Assessment of Pre-service Teachers' Lesson Plans Through the Multiliteracies Framework of Learning by Design

PDF (ελληνικά)
Published: Apr 6, 2025
DOI: https://doi.org/10.12681/codiste.7565
Keywords:
experiential learning, experiencing the familiar, experiencing the new, science education, trainee teachers
Kallia Katsampoxaki-Hodgetts
Anastasia Pratikaki
https://orcid.org/0009-0001-8963-395X
Irini Spanaki
Giorgos Chatzidakis
Nikos Chaniotakis
Abstract

This study analyzes 40 teaching scenarios designed by trainee science teachers over the past two years (2022–2024). Based on the Pedagogical framework of Multiliteracies, “Learning by Design”, the researchers examine whether these scenarios offer students opportunities to “Experience the New and the Known” and to “Apply Appropriately” and/or “Creatively.” The aim is to evaluate how the trainees encourage students to share personal experiences or create new ones that connect science with their everyday lives and experiences, generating new representations of knowledge. Through the lens of “Learning by Design,” the content analysis of the scenarios reveals the strategies employed to cultivate connections between scientific concepts and students' experiences, aiming to enhance their understanding and active engagement.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Κατσαμποξάκη-Hodgetts, K. Cope, B. & Kalantzis, M. (2024). Διδακτική για την καλλιέργεια γραμματισμών και πολυτροπικότητας: μία αναστοχαστική και μετασχηματιστική παιδαγωγική στην ψηφιακή εποχή. Εκδόσεις Δίσιγμα. ISBN 978-618-202-178-1
Allison, E., & Goldston, M. J. (2018). Modern scientific literacy: A case study of multiliteracies and scientific practices in a fifth-grade classroom. Journal of Science Education and Technology, 27(2), 270–283. https://doi.org/10.1007/s10956-017-9723-z
Cope, B. & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In A pedagogy of multiliteracies: Learning by design (pp. 1–36). Palgrave Macmillan UK. Doi: 10.1057/9781137539724_1
Johnson, R. B., & Christensen, L. B. (2004). Educational research: Quantitative, qualitative, and mixed approaches. Educational Researcher, 33(7). https://doi.org/10.3102/0013189X033007014
Koehler, M. J. and Punya Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research 32, 131–152. https://doi.org/10.2190/0ew7-01wb-bkhl-qdyv
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Luke, A., Comber, B., & Grant, H. (2003). Critical literacies and cultural studies. In The literacy lexicon (2nd ed., pp. 15–35). NSW. ISBN: 1 74009 831 5
Prain,V.,& Waldrip, B.(2010).Representing science literacies: An introduction. Research in Science Education, 40(1), 1–3. https://doi.org/10.1007/s11165-009-9153-x
Roth, W. M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88(2), 263–29.1 https://doi.org/10.1002/sce.10113
Tang, K., & Moje, E. (2010). Relating multimodal representations to the literacies of science. Research in Science Education, 40(1), 81–85. https://doi.org/10.1007/s11165-009-9158-5
Wang, V. (Ed.). (2018). Critical Theory and Transformative Learning. IGI Global. https://doi.org/10.4018/978-1-5225-6086-9.