Investigating the difficulty level of multimodal representations used by science teachers of gifted students

Abstract

In view of the tendency for gifted learners to experience disinterest in commonplace concepts and oversimplified explanations, coupled with their inclination towards intellectually challenging learning materials, this study aims to how science teachers respond to these unique learning needs by means of multimodal representations. To do this, the study investigated the difficulty level of these representations with regard to intersemiotic relations. The present study is a qualitative research including Systemic Functional Multimodal Discourse Analysis (SF-MDA). Data obtained from multimodal representations -318 representations from all different grades (5th, 6th, 7th, and 8th)- were analyzed according to the analytical framework which developed in this study regarding the SF-MDA approach. Results showed that teachers generally use primitive forms of multimodal representations. The number of advanced forms of multimodal representations is minimal. It was concluded that there is a requirement to arrange teacher training programmes in order to equip teachers with the necessary knowledge and skills about choosing and designing the upper level of multimodal representations in order for they meet instructional needs of gifted students.