Abstract
The objectives of this research article are to characterize models of socio-scientific explanation of climate change and to establish the types of multimodal relationships (cooperation and specialization) between the languages used by 13-15 year old students. The research is of a qualitative type with a comprehensive scope, case study modality, which analyzes the content of three modes of language (oral, written and graphic) used by students of a Colombian educational institution during their participation in discussion and debate scenarios on a socio-scientific problem. The results of two models analyzed in depth are presented. The analysis allows identifying that students focus their debate on the anthropogenic and natural causes that have been exposed by the experts. The differences between the models identify greater scientific (ecological-environmental) or social (political, ethical and economic) content of different nature, as well as greater conceptual depth in intersemiotic relations of specialization than of cooperation.
| Translated title of the contribution | Models of socio-scientific explanation of climate change from a multimodal perspective |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 100-120 |
| Number of pages | 21 |
| Journal | Educación y Humanismo |
| Volume | 25 |
| Issue number | 44 |
| DOIs | |
| Publication status | Published - 23 Jan 2023 |
