Science education plays a crucial role in fostering critical thinking, scientific literacy, and civic participation in an increasingly complex, multimodal, and globalized society. The Pedagogy of Multiliteracies (Cope & Kalantzis, 2009, 2015) through "Learning by Design" provides a theoretical foundation that integrates linguistic, cultural, and multimodal diversity into teaching and learning. Rather than merely introducing multimedia and digital platforms, this approach encourages a transformation in meaning-making practices, allowing students to critically engage with knowledge in diverse sociocultural contexts (New London Group, 1996; Mills, 2006).

Despite the potential of Multiliteracies Pedagogy (MLP) to enhance inclusivity, social justice and equity, and critical scientific literacy (Zapata, Kalantzis, & Cope, 2023), its implementation in science education remains limited. The integration of MLP into science curricula can address key challenges, such as linking scientific knowledge to everyday life and social issues, fostering active student participation, and countering the traditional science education (Gay, 2015). Research indicates that multimodal scaffolding is essential in supporting diverse learners by offering alternative representations of scientific concepts (Kress & van Leeuwen, 2001; Wohlwend, 2017). The necessity for inquiry-based and interactive science education has been emphasized at both national and international levels (Lee, Quinn, & Valdés, 2013; Finnish National Board of Education, 2016). However, misconceptions about multimodality persist, with educators often equating it solely with the inclusion of images rather than a deeper engagement with multiple meaning-making modes (Van Leeuwen, 2015; Mills & Unsworth, 2017).

To bridge this gap, MLP encourages four interrelated knowledge processes that entail:

Experiencing (the new and the familiar): Encouraging students to connect new scientific concepts with personal experiences

Conceptualizing: Structuring and organizing knowledge through conceptual models, visual representations, and discussions

Critically Analyzing: Critically examining scientific knowledge, its sociopolitical implications, and epistemological underpinnings

Applying: Transferring and using scientific knowledge in real-world contexts, fostering creativity and problem-solving (Cope & Kalantzis, 2015; Gutierrez, 2009).

This study examines how pre-service science teachers in a university education program integrate these processes into lesson design. The study evaluates whether these pre-service teachers effectively implement MLP to support students in engaging with science through personal experiences, multiple representations, and interdisciplinary connections (Gee, 2009).

The study employs a qualitative content analysis (Gough, Oliver, & Thomas, 2017) of 30 lesson plans created by science pre-service teachers at the University of Crete. These lesson plans were designed within a module on Multiliteracies and Multimodality as part of the teacher education 'Qualified teacher Status' Programme focusing on integrating Multiliteracies Pedagogy into science instruction. The research questions of this study are: To what extent do trainee teachers integrate multiliteracies principles into their science lesson plans? How do these lesson plans facilitate students’ engagement with scientific knowledge through multimodal and sociocultural approaches? What challenges or misconceptions do trainee teachers exhibit in implementing multiliteracies strategies? The data analysis involved deductive coding using predefined categories based on the four MLP knowledge processes (Experiencing, Conceptualizing, Analyzing, Applying). Inductive coding was also used to identify emerging patterns, such as misconceptions or innovative strategies (NVivo 14 software). The lesson plans in this paper were categorized based on whether they emphasized: Experiencing the familiar or the new, through personal reflections or real-world applications. Applying knowledge appropriately or creatively, through problem-solving, simulations, or interdisciplinary connections. Findings were cross-validated through peer debriefing sessions with teacher educators specializing in science education and multiliteracies.

Findings reveal that while trainee teachers recognized the importance of student engagement and multimodal learning, their lesson plans often lacked a deep understanding of MLP. Key insights include: Preference for Familiarity Over Novelty: Most lesson plans encouraged students to draw upon prior experiences rather than create new ones. Lessons primarily linked scientific concepts to everyday experiences but lacked inquiry-based tasks that would push students to experiment with new representations of knowledge. Limited Application of Multimodal Meaning-Making: Teachers frequently integrated images and videos but struggled to design interactive multimodal tasks that foster student autonomy (Van Leeuwen, 2015). Lesson plans often equated multiliteracies with visual aids rather than student-driven knowledge representation. Surface-Level Critical Analysis: While some lesson plans included discussions on scientific ethics or sustainability, deeper sociopolitical critiques were rare. This suggests a need for explicit training in fostering critical literacies within science education (Gutierrez, 2009). Minimal Use of AI in Science Education: Despite increasing recommendations for AI integration in fostering creative engagement with scientific knowledge (Cope & Kalantzis, 2024), none of the lesson plans utilized AI-driven tools for scientific inquiry, data analysis, or simulation-based learning. This underscores a significant gap in teacher training programs, where technology is often viewed instrumentally rather than pedagogically. Recommendations To enhance MLP integration in science education, we propose: Explicit Professional Development in multimodal and sociocultural science teaching (Gay, 2015). Scaffolded Lesson Design Training, moving from basic multimodal representations to complex, interdisciplinary problem-solving tasks (Mills & Unsworth, 2017). Incorporation of AI-Based Learning Tools, promoting student agency in scientific research and knowledge production (Zapata, Kalantzis, & Cope, 2023). Systematic Revision of Science Curricula, embedding multiliteracies in assessment and inquiry-based pedagogies (Lee, Quinn, & Valdés, 2013). The results may be useful for teacher educators, curriculum designers, and policymakers seeking to modernize science curricula for equitable and engaging learning experiences.

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