What does this research mean for the field?

Scientific modeling fosters the development of a shared language that preservice teachers subsequently use to interpret and make meaning of science texts. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how preservice elementary teachers use linguistic and multimodal resources during scientific modeling and leverage those insights to make meaning from science texts.

August 23, 2026Journal of Science Teacher Education

Extending the Practice of Modeling into Meaning-Making with Science Texts

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Authors

AFAyça K. Fackler

Discussion

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Overview

Qualitative case study demonstrates that scientific modeling builds shared language for interpreting science texts in preservice teachers, suggesting modeling enhances scientific literacy.

Key Points

To examine how preservice elementary teachers use linguistic and multimodal resources during scientific modeling and leverage those insights to make meaning from science texts.
Conducted a qualitative case study analyzing preservice elementary teachers during science instruction.
Applied multimodal interaction analysis and social semiotic multimodal analysis to evaluate language and resource use during modeling and subsequent text reading.
Demonstrated that engaging in scientific modeling fostered the development of a shared language among preservice teachers.
Showed that language and multimodal insights developed during modeling transferred effectively into text-based meaning-making, aiding the interpretation of science texts beyond the initial modeling context.

Cite This Study

Ayça K. Fackler (2026) studied this question.

synapsesocial.com/papers/6a8aad667677a3411444585c https://doi.org/10.1080/1046560x.2026.2719021

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August 23, 2026Journal of Science Teacher Education

Extending the Practice of Modeling into Meaning-Making with Science Texts

View Full Paper

Ask AI

Bookmark

Authors

AFAyça K. Fackler

Discussion

Member takes

Overview

Qualitative case study demonstrates that scientific modeling builds shared language for interpreting science texts in preservice teachers, suggesting modeling enhances scientific literacy.

Key Points

To examine how preservice elementary teachers use linguistic and multimodal resources during scientific modeling and leverage those insights to make meaning from science texts.
Conducted a qualitative case study analyzing preservice elementary teachers during science instruction.
Applied multimodal interaction analysis and social semiotic multimodal analysis to evaluate language and resource use during modeling and subsequent text reading.
Demonstrated that engaging in scientific modeling fostered the development of a shared language among preservice teachers.
Showed that language and multimodal insights developed during modeling transferred effectively into text-based meaning-making, aiding the interpretation of science texts beyond the initial modeling context.

Cite This Study

Ayça K. Fackler (2026) studied this question.

synapsesocial.com/papers/6a8aad667677a3411444585c https://doi.org/10.1080/1046560x.2026.2719021

View Full Paper

Ask AI

Bookmark