Aprender ciencias desde la lectura e interpretación de textos multimodales

Abstract

Reading is frequently used during science classes as an activity of decoding and solving literal questions, leaving aside the possibility of learning through it and the interpretation of popular science texts. In addition to the above, there are difficulties that students have in reading different semiotic modes used by scientific language, which leads to not understanding the global intention of the content studied and becomes an obstacle to the construction of their own representations. Therefore, this article aims to reflect on how the strengthening of the process of reading and interpretation of multimodal texts affects the learning of science. To this end, a review of the literature is made to identify different research that has been conducted in support of the idea put forward in this paper. In this sense, this review allowed corroborating the importance of the use of reading and interpretation of semiotic modes as tools that enhance science learning, as well as the need for teachers to instruct their students on the reading process in the science classroom, since the sciences have a particular linguistic and thematic pattern.