Learning science is related to participating in activities, which offer a scientific way of thinking and acting. But this is not easy and perhaps not even possible in a traditional school context because it is expected that students must cross over certain discursive and linguistic borders.
In Natural Sciences, in addition to the concepts involving qualitative aspects, students are challenged in their learning to use, among others, mathematical knowledge that will assist them in the organization, interpretation and resolution of quantitative aspects. This requires from students the intellectual transit through various forms of languages and representations, constituting what it is called ‘multimodality’.�
A fundamental aspect of multimodality and that receives influence from school culture is the explicit expression of textual and imagetic coherence in its products, because we consider this coherence as fundamental evidence of the multimodal understanding and, as a result, of the systemic learning.