SemioticsnModelling

=Semiotics and Modelling=

I would like to develop some form of linkage between modelling and semiotics in science education. By modelling, I mean representing, using a source as guidance, to produce a model of the entity being modelled. The model could be a concept, an object, idea, system, process or event (after Gilbert J). Many models are thus composed of signs, and it is the interpretation of these signs in referring to the entity that produces a rich base for understanding. As an example, take the sign + and its meanings in chemistry. Have you got any comments, Liu? John

Thanks a lot, Dr John :-). Yes, chemistry provides a richly multi-semiotic communicative site where a wide range of semiotic resources are combined to making meaning including language, visual displays, three-dimensional models, chemical and mathematical symbolism, and multimedia software, which has been more recently introduced to science classrooms. The periodic table (hereafter PT) is always a multimodal artefact. Even the first copy produced by Mendeleev in 1869 made use of different modalities: language (Russian), layout (the horizontals and verticals), chemical symbols for elements, and mathematical symbols for relative atomic weights. Contemporary copies of PT adopt more semiotic resources to shape the meaning of periodicity. For example, color is taking up an important role in the design of PT now while Mendeleev's PT was black and white, []

Liu I would like to involve others in our discussions, such as those in my teacher researcher group. This means inviting them to join. What do you think?

John

Dear Dr John, that is really a good idea! And I can learn a lot from your group :-).

Liu