Infografías científicas en secundaria: complejos de significados multimodales en ensambles compuestos verbales-visuales

The complexity of science discourse has long been recognized as challenging for many students. Systemic functional linguistic accounts technicality and meaning aggregation, differentiating scientific everyday discourse, have explicated the confronting images image-language ensembles in not similarly delineated. Two aspects multimodal meaning-making sufficiently theorized to support pedagogies visualization interpretation creation science: (1) role verbiage within visualizations largely ignored; (2) image analysis emphasized single-structure images, e.g. narrative or classificational analytical, whereas multiple structures a single is frequent significant resource science. This paper outlines framework describing co-deployment construct multi-structure high school textbooks. Using this two investigations are described: variation among textbook infographics co-articulation representing complexes phenomena such mitosis; relationship between resources achievement level constructed by senior Implications drawn extending transdisciplinary research educational semiotics education disciplinary literacy development