References
- Aldahmash, A., Mansour, N. S., Al-Shamrani, S. M., & Al-Mohi, S. (2016). An analysis of activities in Saudi Arabian middle school science textbooks and workbooks for the inclusion of essential features of inquiry. Research in Science Education, 46(6), 879–900. https://doi.org/https://doi.org/10.1007/s11165-015-9485-7
- Bakhtin, M. M. (1981). Discourse in the novel. In M. M. Bakhtin (Ed.), The dialogic imagination: Four essays by M. M. Bakhtin (pp. 259–422). University of Texas Press.
- Bakhtin, M. M., McGee, V. W., & Holquist, M. (1987). Speech genres and other late essays. University of Texas Press.
- BouJaoude, S., Dagher, Z., & Refai, S. (2017). The portrayal of nature of science in Lebanese 9th grade science textbooks. In C. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: A global perspective (pp. 79–97). Routledge.
- BouJaoude, S., & Noureddine, R. (2020). Analysis of science textbooks as cultural supportive tools: The case of Arab countries. International Journal of Science Education, 42(7), 1108–1123. https://doi.org/https://doi.org/10.1080/09500693.2020.1748252
- Byhring, A. K., & Knain, E. (2016). Intertextuality for handling complex environmental issues. Research in Science Education, 46, 1–19. https://doi.org/https://doi.org/10.1007/s11165-014-9454-6
- Center for Educational Research and Development (CERD). (1997). Content of curricula: Science curriculum framework. Author. http://www.crdp.org/en/desc-evaluation/25299-%20Curriculum%20of%20Science
- Chiappetta, E. L., & Fillman, D. A. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science. International Journal of Science Education, 29(5), 1847–1868. https://doi.org/https://doi.org/10.1080/09500690601159407
- Chiappetta, E. L., Fillman, D. A., & Sethna, G. H. (2004). Procedures for conducting content analysis of science textbook. University of Houston, Department of Curriculum and Instruction.
- Dimopoulos, K., & Karamanidou, C. (2013). Towards a more epistemologically valid image of school science: Revealing the textuality of school science textbooks. In M. S. Khine (Ed.), Critical analysis of science textbooks: Evaluating instructional effectiveness. Springer. https://doi.org/https://doi.org/10.1007/978-94-007-4168-3_4
- Duit, R. H., & Treagust, D. F. (2012). Conceptual change: Still a powerful framework for improving the practice of science instruction. In K. C. D. Tan & M. Kim (Eds.), Issues and challenges in science education research: Moving forward (pp. 43–54). Springer. https://doi.org/https://doi.org/10.1007/978-94-007-3980-2_4
- Evagorou, M., Erduran, S., & Mäntylä, T. (2015). The role of visual representations in scientific practices: From conceptual understanding and knowledge generation to ‘seeing’ how science works. International Journal of STEM Education, 2(1), 1. https://doi.org/https://doi.org/10.1186/s40594-015-0024-x
- Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers and researchers. Continuum.
- Gibbons, P. (2009). English learners, academic literacy, and thinking. Heinemann.
- Gilbert, J. K., & Treagust, D. F. (2009). Macro, submicro and symbolic representations and the relationship between them: Key models in chemical education. In J. K. Gilbert & D. F. Treagust (Eds.), Multiple representations in chemical education (pp. 1–7). Springer.
- Jaber, L. Z., & Boujaoude, S. (2012). A macro–micro–symbolic teaching to promote relational understanding of chemical reactions. International Journal of Science Education, 34(7), 973–998. https://doi.org/https://doi.org/10.1080/09500693.2011.569959
- Kloser, M. (2016). Alternate text types and student outcomes: An experiment comparing traditional textbooks and more epistemologically considerate texts. International Journal of Science Education, 38(16), 2477–2499. https://doi.org/https://doi.org/10.1080/09500693.2016.1249532
- Kozma, R. B. (2000). The use of multiple representations and the social construction of understanding in chemistry. In M. J. R. Kozma (Ed.), Innovations in science and mathematics education: Advance designs for technologies of learning (pp. 11–46). Erlbaum.
- Krathwohl, D. R. (2002). A revision of bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212–218. https://doi.org/https://doi.org/10.1207/s15430421tip4104_2
- Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. Continuum.
- Kristeva, J. (1980). Desire in language: A semiotic approach to literature and art. Columbia University Press.
- Lan, S.-W., & de Oliveira, L. (2019). English language learners’ participation in the discourse of a multilingual science classroom. International Journal of Science Education, 41(9), 1246–1270. https://doi.org/https://doi.org/10.1080/09500693.2019.1607618
- Langman, J., & Hansen-Thomas, H. (2017). Developing oral science explanations: Secondary school ELs’ experimentation with intertextual linkages. In J. Langman & H. Hansen-Thomas (Eds.), Discourse analytic perspectives on STEM education (pp. 157–176). Springer International.
- Larsson, P. N., & Jakobsson, A. (2020). Meaning-making in science from the perspective of students’ hybrid language use. International Journal of Science and Mathematics Education, 18(5), 811–830. https://doi.org/https://doi.org/10.1007/s10763-019-09994-z
- Lee, O., Buxton, C. A., Lee, O., Llosa, L., Grapin, S., & Haas, A. (2011). Engaging culturally and linguistically diverse students in learning science. Theory Into Practice, 50(4), 277–284. https://doi.org/https://doi.org/10.1080/00405841.2011.607379
- Lee, O., Llosa, L., Grapin, S., Haas, A., & Goggins, M. (2019). Science and language integration with English learners: A conceptual framework guiding instructional materials development. Science Education, 103(2), 317–337. https://doi.org/https://doi.org/10.1002/sce.21498
- Lemke, J. L. (1990). Talking science: Language, learning and values. Ablex.
- Lemke, J. L. (2002). Travels in hypermodality. Visual Communication, 1(3), 299–325. https://doi.org/https://doi.org/10.1177/147035720200100303
- Lemke, J. L. (2004). Intertextuality and educational research. In D. Bloome & N. Shuart-Faris (Eds.), Uses of intertextuality in classroom and educational research (pp. 3–17). Information Age.
- Lemke, J. L. (2005). Multimedia semiotics: Genres for science education and scientific literacy. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 21–44). Routledge. ProQuest Ebook Central. http://ebookcentral.proquest.com/lib/univbal-ebooks/detail.action?docID=227493
- Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
- Martínez-Álvarez, P. (2019). What counts as science? Expansive learning actions for teaching and learning science with bilingual children. Cultural Studies of Science Education, 14(4), 799–837. https://doi.org/https://doi.org/10.1007/s11422-019-09909-y
- Martínez-Álvarez, P., & Ghiso, M. P. (2017). On languaging and communities: Latino/a emergent bilinguals’ expansive learning and critical inquiries into global childhoods. International Journal of Bilingual Education and Bilingualism, 20(6), 667–687. https://doi.org/https://doi.org/10.1080/13670050.2015.1068270
- Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Open University Press.
- Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 160940691773384. https://doi.org/https://doi.org/10.1177/1609406917733847
- Nyachwaya, J. M., & Wood, N. B. (2014). Evaluation of chemical representations in physical chemistry textbooks. Chemistry Education Research and Practice, 15(4), 720–728. https://doi.org/https://doi.org/10.1039/C4RP00113C
- Plut, D., & Pešić, J. (2003). Toward a vygotskian theory of textbook. Psihologija, 36(4), 501–515. https://doi.org/https://doi.org/10.2298/PSI0304501P
- Probyn, M. (2019). Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: Challenging monoglossic/post-colonial orthodoxies. Classroom Discourse, 10(3-4), 216–236. https://doi.org/https://doi.org/10.1080/19463014.2019.1628792
- Salloum, S., & BouJaoude, S. (2020). Language in teaching and learning science in diverse Lebanese multilingual classrooms: Interactions and perspectives. International Journal of Science Education, 42(14), 2331–2363. https://doi.org/https://doi.org/10.1080/09500693.2019.1648909
- Scott, P., Mortimer, E., & Ametller, J. (2011). Pedagogical link-making: A fundamental aspect of teaching and learning scientific conceptual knowledge. Studies in Science Education, 47(1), 3–36. https://doi.org/https://doi.org/10.1080/03057267.2011.549619
- Shehab, S. S., & BouJaoude, S. (2017). Analysis of the chemical representations in secondary Lebanese chemistry textbooks. International Journal of Science and Mathematics Education, 15(5), 797–816. https://doi.org/https://doi.org/10.1007/s10763-016-9720-3
- Sutton, C. (1998). New perspectives on language in science. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education. Part I (pp. 27–38). Kluwer.
- Tang, K.-S., Delgado, C., & Moje, E. B. (2014). An integrative framework for the analysis of multiple and multimodal representations for meaning-making in science education. Science Education, 98(2), 305–326. https://doi.org/https://doi.org/10.1002/sce.21099
- Tang, K.-S., & Tan, S. (2017). Intertextuality and multimodal meanings in high school physics: Written and spoken language in computer-supported collaborative student discourse. Classroom Discourse, 8(1), 19–35. https://doi.org/https://doi.org/10.1080/19463014.2016.1263576
- Tang, K.-S., Tan, S. C., & Yeo, J. (2011). Students’ multimodal construction of the work–energy concept. International Journal of Science Education, 33(13), 1775–1804. https://doi.org/https://doi.org/10.1080/09500693.2010.508899
- Varelas, M., & Pappas, C. C. (2006). Intertextuality in read-alouds of integrated science-literacy units in urban primary classrooms: Opportunities for the development of thought and language. Cognition and Instruction, 24(2), 211–259. https://doi.org/https://doi.org/10.1207/s1532690xci2402_2
- Varelas, M., Pappas, C. C., & Rife, A. (2006). Exploring the role of intertextuality in concept construction: Urban second graders make sense of evaporation, boiling, and condensation. Journal of Research in Science Teaching, 43(7), 637–666. https://doi.org/https://doi.org/10.1002/tea.20100
- Vygotsky, L. S. (1983). Thinking and speech. Nolit.
- Wells, G. (1990). Talk about text: Where literacy is learned and taught. Curriculum Inquiry, 20(4), 369–405. https://doi.org/https://doi.org/10.1080/03626784.1990.11076083
- Wilmes, S. E. D., & Siry, C. (2021). Multimodal interaction analysis: A powerful tool for examining plurilingual students’ engagement in science practices. Research in Science Education, 51(1), 71–91. https://doi.org/https://doi.org/10.1007/s11165-020-09977-z
- Won, M., Yoon, H., & Treagust, D. F. (2014). Students’ learning strategies with multiple representations: Explanations of the human breathing mechanism. Science Education, 98(5), 840–866. https://doi.org/https://doi.org/10.1002/sce.21128
- Wu, H. (2003). Linking the microscopic view of chemistry to real-life experiences: Intertextuality in a high-school science classroom. Science Education, 87(6), 868–891. https://doi.org/https://doi.org/10.1002/sce.10090
- Yore, L. D., & Hand, B. (2010). Epilogue: Plotting a research agenda for multiple representations, multiple modality, and multimodal representational competency. Research in Science Education, 40(1), 93–101. https://doi.org/https://doi.org/10.1007/s11165-009-9160-y
- Zeitoun, S., & Hajo, Z. (2015). Investigating the science process skills in cycle 3 national science textbooks in Lebanon. American Journal of Educational Research, 3(3), 268–275. https://doi.org/https://doi.org/10.12691/education-3-3-3
- Zhang, Y. (2016). Multimodal teacher input and science learning in a middle school sheltered classroom. Journal of Research in Science Teaching, 53(1), 7–30. doi:https://doi.org/10.1002/tea.21295