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

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Published: Apr 18, 2026
DOI: https://doi.org/10.12681/codiste.9859
Keywords:
experiencing the familiar experiencing the new science education trainee teachers
Kallia Katsampoxaki-Hodgetts
University of Crete
https://orcid.org/0000-0002-1143-3050
Αnastasia Pratikaki
University of Crete
https://orcid.org/0009-0001-8963-395X
Eirini Spanaki
University of Crete
https://orcid.org/0000-0003-2523-1561
Giorgos Chatzidakis
University of Crete
https://orcid.org/0000-0003-3202-3306
Nikos Chaniotakis
University of Crete
https://orcid.org/0000-0003-4281-1373
Abstract

This study analyzes 34 teaching scenarios designed by trainee science teachers over the past four years (2020–2024). 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.

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