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Scientists communicate in a variety of ways using a variety of modes including text, pictures, diagrams and mathematical equations. Students must be given opportunities to communicate in similar manners to become science literate and to improve their conceptual understanding. This article describes the results of work with teachers and researchers to develop multimodal writing tasks encouraging students to integrate modes when describing targeted scientific concepts to help them develop multimodal competency. This effective integration tends to improve conceptual understanding. We explore not only the characteristics of these activities but also the benefits and challenges associated with their use.
