Expanding Possibilities for the Use of Writing Genres in Early Elementary Science

Investigating First‐Graders’ Multimodal Sequential Explanations

Bibliographic Data

ID21392725
AuthorsRachel E Wilson (0000-0002-7325-3047, Appalachian State University Boone North Carolina USA, corresponding author), Leslie Bradbury (0000-0003-2840-7200, Appalachian State University Boone North Carolina USA)
Year2026
Volume110
Issue4
Pages1079-1095
Publication date2026-07-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.70050
OpenAlexW7124549512
LanguageEN
References cited65

This study investigates the outcomes of the implementation of a first grade unit incorporating multiple modes of representation and genre‐based pedagogy to support writing instruction in the genre of sequential explanations. At the end of a 6‐day unit investigating the structure and functions of carnivorous plants, 47 first graders completed a multimodal final assessment—a scaffold with drawing alongside text—that asked students to create a sequential explanation to show how Venus flytraps captured their prey. First graders' final assessments were analyzed using cross‐comparative analysis methods to explore how their choices of representation of the phenomenon (drawing vs. writing) supported their communication of their content understanding, as well as their understanding of the genre of sequential explanation. Our analysis shows evidence of three main findings: (1) first graders were able to use the multimodal scaffold to demonstrate their conceptual understanding of VFT structure and function; (2) the first grade students produced genre‐appropriate sequential explanations; and (3) first graders communicated complex and accurate information about how VFT plants capture their prey within a sequential explanation using both drawing and writing, but did not necessarily use the drawing as a direct scaffold for their writing. Findings highlight the need for additional research into the use of the teaching and learning cycle as a writing support with various genres in science, as well as the potential for multimodal scaffolds to support early elementary students to convey their understanding of science content knowledge

Conceptual change · Content analysis · Discourse analysis · Knowledge representation and reasoning · Representation (politics) · Scaffold · Teaching method · Unit (ring theory) · Reading and Literacy Development · Science Education and Pedagogy · Writing and Handwriting Education

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Open DOIOpen Access