Multimodal Thinking Spaces: A Qualitative Study of Interactive Science Notebook and Conceptual Understanding in Grade 10 Biology

Abstract

Interactive science notebooks (ISNs) have gained renewed attention as multimodal spaces where learners record ideas, construct representations, and reflect on their understanding of science concepts. This article investigated how ISNs influence Grade 10 learners’ conceptual understanding in a Philippine public secondary school. Drawing on focus group discussion and notebook artifacts from twenty-five (25) students who used an interactive science notebook over four weeks of biology instruction, the study employed narrative-thematic analysis to examine learners’ experiences. Four interrelated themes emerged: (1) conceptualizing through arts and crafts, as learners used drawings, foldables, and color-coding to make abstract biological concepts more concrete; (2) systematizing notes leading to mastery, where structured layouts, guidelines, and page organization helped learners track ideas and review efficiently; (3) note-taking and referencing strategies, as students developed personal conventions for summarizing, paraphrasing, and linking new content with prior lessons; and (4) engagement through interactive learning, where the notebook functioned as a personal learning space that sustained attention, enjoyment, and participation during biology lessons. These findings illuminate the mechanisms by which ISNs support conceptual understanding, not only as the conventional notebook, but as cognitive, metacognitive, and affective tools. The articles discusses implications for Philippine science teachers seeking to design notebook-based activities that foreground meaning-making, and calls for further research on digital and hybrid notebook formats.