Supporting Student Transduction of Meanings Across Modes in Primary School Astronomy

The multimodal nature of knowledge development and learning in science is now increasingly recognized. While researchers have focused on identifying how different representational modes afford meaning-making, the question students are guided to link, confirm expand similar meanings across modes, called ‘transduction', has been less explored. This transduction process fundamental realizing, aligning, generating coordinating representations learn concepts processes science. In this paper we focus a sequence primary school astronomy designed around work explore teacher's key role supporting student transduction. Interdisciplinary Mathematics Science (IMS) project developed pedagogy with stages orienting, posing challenges, evaluating building consensus, applying extending conceptual understanding. We use micro-ethnographic analysis strategic framing interactions their artifacts to: (1) identify what enables as they engage material work, (2) teacher anticipating addressing challenges for integrating multiple, phenomena.