Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited
Mi Song Kim 1 *
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1 University of Western Ontario* Corresponding Author


In light of the challenges facing science educators and special education teachers in Singapore, this study entails design-based research to develop participatory learning environments.

Material and methods:
Drawing upon Vygotskian perspectives, this case study was situated in an informal workshop around the theme of “day and night” working for Special Needs Children (aged from 7 to 14 years old) in Singapore. Moving away from traditional astronomy teaching, we aim to explore interdisciplinary multimodal modeling activities towards developing a participatory learning environment.

As the main finings of this case study, the central benefits of interdisciplinary multimodal modeling activities are twofold: (1) promoting multiliteracies development using digital and multimodal resources for supporting the emotional and social experiences in developing learners’ astronomical understanding; and (2) integrating learners’ everyday experiences with scientific astronomical understanding for the development of higher cognitive functions.

These findings emphasize the need for the cultural development of Special Needs Children.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 6, 2133-2154

Publication date: 15 Jun 2017

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Article Downloads: 5348

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