Science education has long been dominated by traditional, text-heavy textbooks that often fail to engage students in meaningful, inquiry-driven learning. However, emerging research highlights the need for a shift toward multimodal, inquiry-based, and socio-culturally relevant teaching approaches (Cope & Kalantzis, 2009, 2015; New London Group, 1996). Multiliteracies Pedagogy (MLP) provides a robust framework for reimagining science education, emphasizing meaning-making through diverse semiotic modes and sociocultural engagement (Mills, 2006; Gee, 2009).

MLP integrates four core knowledge processes: Experiencing, Conceptualizing, Analyzing, and Applying (Cope & Kalantzis, 2009). These processes enable students to engage critically with scientific concepts, connecting personal experiences with scientific discourse. Recent studies underscore the international relevance of MLP in fostering educational justice (Zapata, Kalantzis & Cope, 2023) and addressing knowledge accessibility gaps.

A key issue in science textbooks is the predominant reliance on textual and numerical representations, often excluding multimodal elements such as diagrams, simulations, and interactive visualizations (Kress & van Leeuwen, 2001; Mills & Unsworth, 2017). Research indicates that multimodal scaffolding enhances students' comprehension and fosters deeper engagement with scientific content (Wohlwend, 2017). Moreover, incorporating visual, gestural, and spatial representations in science textbooks supports diverse learning needs and strengthens inquiry-driven education (Van Leeuwen, 2015).

From a socio-cultural perspective, inquiry-based science education must also consider students' cultural backgrounds, linguistic diversity, and prior knowledge (Lee, Quinn, & Valdés, 2013). The Finnish National Board of Education (2016) has advocated for inclusive, participatory approaches in science curricula, aligning with the principles of culturally responsive teaching (Gay, 2015). Addressing these gaps requires a paradigm shift from static, decontextualized science textbooks to dynamic, interactive, and multimodally enriched resources.

By integrating multiliteracies and multimodal approaches, science education textbooks can bridge theoretical knowledge with real-world applications. Inquiry-based pedagogies, coupled with digital and visual tools, empower students to critically engage with scientific content, fostering scientific literacy and active participation in STEM fields (Gutierrez, 2009; Holloway & Gouthro, 2020).

This study employs a qualitative content analysis approach to evaluate how science textbooks integrate (or fail to integrate) multiliteracies, multimodality, and socio-cultural approaches to learning. The research is grounded in a case study of a high school biology textbook, with data collected from pre-service science teachers tasked with redesigning selected textbook units. The study sample consists of 20 pre-service science teachers enrolled in a university course on multiliteracies pedagogy. Participants critically analyzed textbook sections, identifying multimodal deficiencies and proposing pedagogical redesigns integrating digital, visual, and inquiry-based methods. Data collection involved written reflections, lesson plan submissions, and semi-structured interviews with participants. A deductive-inductive coding scheme was applied to analyze the redesigns. Initial deductive categories were drawn from MLP knowledge processes (Experiencing, Conceptualizing, Analyzing, Applying) and multimodal learning principles (Kress & van Leeuwen, 2001). Inductive analysis identified emergent themes related to teachers' perceptions of inquiry-based, multimodal instruction and barriers to implementation. Data triangulation was conducted by comparing participants' initial textbook critiques with their redesigned lessons and follow-up this aloud reports. Thematic analysis (Gough, Oliver, & Thomas, 2017) was employed to uncover patterns in participants’ conceptualizations of multiliteracies-based science education. Ethical approval was obtained, and informed consent was secured from all participants. Given the study's focus on teacher education, findings are expected to contribute to professional development and curriculum reform efforts.

Findings highlight significant gaps in traditional science textbooks regarding multimodal and inquiry-driven approaches. Pre-service teachers identified a heavy reliance on textual explanations, with limited integration of visual and interactive elements. While many participants initially perceived multimodal instruction as merely adding images or videos, post-intervention reflections demonstrated a deeper understanding of meaning-making through multiple semiotic modes (Kress & van Leeuwen, 2001; Wohlwend, 2017). Teachers' redesigned textbook sections incorporated simulations, infographics, and interactive tasks to scaffold student inquiry. However, challenges emerged regarding assessment alignment and institutional constraints on non-traditional teaching resources. Participants emphasized the need for curriculum policies that explicitly support multiliteracies in science education (Mills & Unsworth, 2017). Additionally, socio-cultural factors were underrepresented in the original textbook materials. Redesigns sought to include culturally relevant examples, real-world scientific dilemmas, and student-centered investigative tasks. These changes align with calls for equity-focused science education, emphasizing multilingual and culturally responsive pedagogy (Lee, Quinn, & Valdés, 2013; Gutierrez, 2009; Gay, 2015). Overall, this study stresses the need for an inquiry driven professional development of new teachers or pre-service teachers and the need to encourage them to act as designers of active learning environments. This study also paves the way for a strategic shift in science textbook design, moving toward multimodal, inquiry-based, and socio-culturally responsive approaches. Findings contribute to ongoing discussions on how multiliteracies pedagogy can reshape science curricula, supporting both teacher education and textbook development for a more inclusive, engaging science learning experience.

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