Beliefs, Practices, and Challenges of Integrating Multimodality in Science in the New Normal
DOI:
https://doi.org/10.32871/rmrj2412.01.08Keywords:
science education, multimodality, phenomenology, PhilippinesAbstract
This paper discussed science teachers’ beliefs, pedagogical practices, and challenges in integrating multimodality in teaching science in the New Normal. Data were gathered through semi-structured interviews with the eight selected participants and were analyzed through Colaizzi’s descriptive phenomenological method. Beliefs and pedagogical practices in integrating multimodality in science include inculcating a variety of modes, techniques, and strategies, considering student differences, using pictures, symbols, and models, using technology and interactive media online, and encouraging students’ active participation and engagement offline. The study also identified pedagogical, technological, content, and behavioral challenges. Positive attitudes, such as being adaptable to changes, being eager to acquire basic skills, being well-rounded, patient, and motivated, being creative, and embracing effective professional development, were developed. The findings underscored the need for education policymakers, curriculum designers, and science teachers to strengthen the teaching-learning process by integrating more multimodality approaches.
References
Ainsworth, S., Prain, V., & Tytler, R. (2011). Drawing to learn in science. Science, 333(6046), 1096–1097. https://doi.org/10.1126/science.1204153
Altas, B. (2015). Knowledge construction in multimedia learning at both cognitive and affective level. Procedia - Social and Behavioral Sciences, 191, 1448–1454. https://doi.org/10.1016/j.sbspro.2015.04.709
Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using zoom videoconferencing for qualitative data collection: Perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18(1), 1–8. https://doi.org/10.1177/1609406919874596
Arroio, A., & de Souza, D. D. D. (2012). Multimodality in natural science education. Problems of Education in the 21st Century, 44(1). https://doi.org/10.33225/pec/12.44.05
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Bawanti, P. K. D., & Arifani, Y. (2021). The students’ perceptions of using zoom application on mobile phone in improving speaking skills during online learning at Ban Loeiwangsai School, Loei Province, Thailand. Journal of English Teaching, Literature, and Applied Linguistics, 5(1), 54-61. https://doi.org/10.30587/jetlal.v5i1.2212
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press. https://doi.org/10.17226/9853
Cahapay, M. (2021). The essence of education in disruptive COVID-19 crisis: Capturing the lived experience of college students in the Philippines. International and Multidisciplinary Journal of Social Sciences, 10(3). https://doi.org/10.17583/rimcis.7759
Chaves, M. G. (2022). The community of inquiry instructional strategies impact on student satisfaction on remote learning. Recoletos Multidisciplinary Research Journal, 10(1), 191–204. https://doi.org/10.32871/rmrj2210.01.14
Cheng, M. M. W., Danielsson, K., & Lin, A. M. Y. (2020). Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching. Learning: Research and Practice, 6(1), 70–87. https://doi.org/10.1080/23735082.2020.1750675
Cleofas, J. V., & Rocha, I. C. N. (2024). Demographic, gadget and internet profiles as determinants of disease and consequence related COVID-19 anxiety among Filipino college students. Education and Information Technologies, 26(6), 6771-6786. https://doi.org/10.1007/s10639-021-10529-9
Cook, M. (2011). Teachers’ use of visual representations in the science classroom. Science Education International, 22(3), 175–184. https://files.eric.ed.gov/fulltext/EJ941684.pdf
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
Davey, B., Elliott, K., & Bora, M. (2019). Negotiating pedagogical challenges in the shift from face-to-face to fully online learning: A case study of collaborative design solutions by learning designers and subject matter experts. Journal of University Teaching and Learning Practice, 16(1), 26–46. https://doi.org/10.53761/1.16.1.3
Dela Cruz, A. (2020). Direct and indirect factors affecting teachers’ burnout in the new normal. Recoletos Multidisciplinary Research Journal, 8(2), 75–86. https://doi.org/10.32871/rmrj2008.02.06
DeMartino, L., & Weiser, S. G. (2021). Administrative leadership in times of a global health crisis: Voices and images from the field. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.617857
Department of Education Philippines (2020). Adoption of the basic education learning continuity plan for school year 2020-2021 in light of the COVID-19 public health emergency (DepEd Order No. 012, Series of 2020). https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012.pdf
Dougherty, D. S., & Drumheller, K. (2006). Sensemaking and emotions in organizations: Accounting for emotions in a rational(ized) context. Communication Studies, 57(2), 215–238. https://doi.org/10.1080/10510970600667030
Eilam, B. (2012). Teaching, learning, and visual literacy: The dual role of visual representation. Cambridge University Press. https://doi.org/10.1017/cbo9781139026611
Eilam, B., & Gilbert, J. K. (2014). The significance of visual representations in the teaching of science. In B. Eilam & J. K. Gilbert (Eds.), Science Teachers’ Use of Visual Representations (pp. 3–28). https://doi.org/10.1007/978-3-319-06526-7_1
Evans-Amalu, K., & Claravall, E. B. (2021). Inclusive Online Teaching and Digital Learning: Lessons Learned in the Time of Pandemic and Beyond. Journal of Curriculum Studies Research, 3(1), i–iii. https://doi.org/10.46303/jcsr.2021.4
Fura, D. L., & Negash, S. D. (2020). A study on the living experiences of people during the COVID-19 pandemic: The case of Wolisso Town home-stayed university students. Journal of Psychology & Psychotherapy, 10(5).
Gilbert, J. K. (2010). The role of visual representations in the learning and teaching of science: An introduction. Asia-Pacific Forum on Science Learning and Teaching, 11(1). https://eduhk.hk/apfslt/download/v11_issue1_files/foreword.pdf
Gilbert, J. K., & Justi, R. (2016). Facing the Challenges to Science Education in Schools: The Contribution of Modelling. In Modelling-based Teaching in Science Education (pp. 1–15). Springer. https://doi.org/10.1007/978-3-319-29039-3_1
Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods, 3(31). https://sites.ualberta.ca/~iiqm/backissues/3_1/pdf/groenewald.pdf
Guevara, C. A., & Quimbo, M. A. T. (2011). Multimodal-representation approach and student conceptual understanding in genetics: Its implications in biodiversity education. Asia Life Sciences, 89–103. https://www.ukdr.uplb.edu.ph/journal-articles/2359
Henaku, E. A. (2020). COVID-19: Online learning experience of college students: The case of Ghana. International Journal of Multidisciplinary Sciences and Advanced Technology, 1(2), 54–62. https://www.researchgate.net/publication/342586709_COVID-19_Online_Learning_Experience_of_College_Students_The_Case_of_Ghana
Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI : Jurnal Bimbingan Dan Konseling (E-Journal), 7(1), 53–60. https://www.researchgate.net/publication/341826008_Psychological_Impacts_of_Students_on_Online_Learning_During_the_Pandemic_COVID-19
Kress, G. R., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning : The rhetorics of the science classroom. Bloomsbury Academic.
Lamanauskas, V. (2003). Natural science education in contemporary school. Siauliai University Publishing House.
Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning. Mcgraw-Hill Open University Press.
Lansangan, R. V., & Gonzales, K. P. J. (2020). Science teachers’ voices in the new normal teaching: A phenomenological study. IOER International Multidisciplinary Research Journal, 2(3), 124–132. https://ssrn.com/abstract=3703860
Mills, J., & Birks, M. (2014). Qualitative methodology: A practical guide. Sage Publications, Inc.
Morrow, R., Rodriguez, A., & King, N. (2015). Colaizzi’s descriptive phenomenological method. The Psychologist, 28(8), 643–644. http://eprints.hud.ac.uk/id/eprint/26984/
Oiler, C. (1986). Qualitative methods: Phenomenology. In P. Moccia (Ed.), New Approaches to Theory Development (pp. 75–103). National League for Nursing.
Papageorgiou, V., & Lameras, P. (2017). Multimodal teaching and learning with the use of technology: Meanings, practices and discourses. International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2027), 133–141. https://files.eric.ed.gov/fulltext/ED579485.pdf
Picciano, A. G. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous Learning Networks, 13(1), 7–18. https://www.learntechlib.org/p/104026
Quillao, J. L. (2020). The use of multimodal instructional materials in teaching science [Master’s thesis, Foundation University]. https://doi.org/10.5281/zenodo.3978571
Rahiem, M. D. H. (2020). The emergency remote learning experience of university students in indonesia amidst the COVID-19 crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1–26. https://doi.org/10.26803/ijlter.19.6.1
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144(1), 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rippl, G., & Etter, L. (2013). Intermediality, transmediality, and graphic narrative. In D. Stein & J. Thon (Eds.), From Comic Strips to Graphic Novels: Contributions to the Theory and History of Graphic Narrative (pp. 191–218). De Gruyter. https://doi.org/10.1515/9783110282023.191
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: Voices of Philippine University students in the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2). https://doi.org/10.5281/zenodo.4299835
Sandelowski, M. (1993). Rigor or rigor mortis: The problem of rigor in qualitative research revisited. Advances in Nursing Science, 16(2), 1–8. https://doi.org/10.1097/00012272-199312000-00002
Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2010). Qualitative Research in Nursing: Advancing the Humanistic Imperative (5th ed.). Lippincott Williams and Wilkins.
Starkey, L., Shonfeld, M., Prestridge, S., & Cervera, M. G. (2021). Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic. Technology, Pedagogy and Education, 30(1), 1–5. https://doi.org/10.1080/1475939x.2021.1866838
Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative (5th ed.). Wolters Kluwer Health/Lippincott Williams & Wilkins.
Suhail, A., Iqbal, N., & Smith, J. (2020). Lived experiences of Indian youth amid COVID-19 crisis: An interpretative phenomenological analysis. International Journal of Social Psychiatry, 67(5), 002076402096602. https://doi.org/10.1177/0020764020966021
United Nations Department of Economic and Social Affairs. (2024). Electricity and education: The benefits, barriers, and recommendations for achieving the electrification of primary and secondary schools. Division for Sustainable Development Goals. https://sdgs.un.org/sites/default/files/publications/1608Electricity%20and%20Education.pdf
Unsworth, L., Tytler, R., Fenwick, L., Humphrey, S., Chandler, P., Herrington, M., & Pham, L. (2022). Multimodal literacy in school science transdisciplinary perspectives on theory, research and pedagogy. Routledge. https://doi.org/10.4324/9781003150718
Waldrip, B., & Prain, V. (2013). Teachers’ initial response to a representational focus. In R. Tytler, V. Prain, P. Hubber, & B. Waldrip (Eds.), Constructing Representations to Learn in Science (pp. 15–30). SensePublishers. https://doi.org/10.1007/978-94-6209-203-7_2
Watts, J., Crippen, K. J., Payne, C., Imperial, L., & Veige, M. (2022). The varied experience of undergraduate students during the transition to mandatory online chem lab during the initial lockdown of the COVID-19 pandemic. Disciplinary and Interdisciplinary Science Education Research, 4(1). https://doi.org/10.1186/s43031-022-00055-0
Weick, K. E. (1995). Sensemaking in organizations (Vol. 3). Sage Publications.
Yeo, J., & Nielsen, W. (2020). Multimodal science teaching and learning. Learning: Research and Practice, 6(1), 1–4. https://doi.org/10.1080/23735082.2020.1752043
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 University of San Jose-Recoletos
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of the Journal belongs to the University of San Jose-Recoletos
