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Article

Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children

1
Department of Early Childhood Education, University of Thessaly, 382 21 Volos, Greece
2
School of Early Childhood Education, Faculty of Education, Aristotle University of Thessaloniki, 541 24 Thessaloniki, Greece
*
Author to whom correspondence should be addressed.
Academic Editors: Konstantinos Ravanis and James Albright
Educ. Sci. 2021, 11(5), 245; https://doi.org/10.3390/educsci11050245
Received: 6 April 2021 / Revised: 25 April 2021 / Accepted: 14 May 2021 / Published: 19 May 2021
Verbal text and images constitute the principal semiotic modes interacting to produce interpersonal meanings in multimodal science texts for young children. These meanings relate to pedagogical perceptions about children’s learning. This study examined verbal text–image relations regarding the interpersonal meaning dimensions of address (the way the reader is addressed), social distance (the kind of the relationship between the reader and represented participants), and involvement (the extent to which the reader is engaged with what is represented) in multimodal text excerpts from science-related books for preschool children. The sample consisted of 300 randomly selected units of analysis. For each unit, the verbal and the visual content was analyzed along each dimension, and the relevant verbal text–image relation was determined. Results indicated that regarding address and involvement, relations of convergence appeared significantly more frequently than relations of complementarity and divergence. Concerning social distance, relations of complementarity and divergence were observed more frequently than relations of convergence. Results are discussed in the context of the Systemic Functional Grammar and the Grammar of Visual Design, in the light of the socio-cognitive perspective on science teaching and learning. Implications for the selection, design, and use of multimodal science texts for young children are also discussed. View Full-Text
Keywords: address; interpersonal meaning; involvement; multimodal texts; science; social distance; socio-cognitive perspective; verbal text–image relations; young children address; interpersonal meaning; involvement; multimodal texts; science; social distance; socio-cognitive perspective; verbal text–image relations; young children
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MDPI and ACS Style

Koutsikou, M.; Christidou, V.; Papadopoulou, M.; Bonoti, F. Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children. Educ. Sci. 2021, 11, 245. https://doi.org/10.3390/educsci11050245

AMA Style

Koutsikou M, Christidou V, Papadopoulou M, Bonoti F. Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children. Education Sciences. 2021; 11(5):245. https://doi.org/10.3390/educsci11050245

Chicago/Turabian Style

Koutsikou, Maria, Vasilia Christidou, Maria Papadopoulou, and Fotini Bonoti. 2021. "Interpersonal Meaning: Verbal Text–Image Relations in Multimodal Science Texts for Young Children" Education Sciences 11, no. 5: 245. https://doi.org/10.3390/educsci11050245

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