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Lilian Pozzer has extensive experience in multimodal microanalysis of communication within science classrooms. Her research focuses on gesture-speech integration, the analysis of visual representations in science teaching, and learning processes. She employs Discourse Analysis and Social Semiotics to understand the sociocultural aspects of Science Education, particularly how teaching and learning can be rethought and restructured in the context of social and environmental changes. Pozzer's areas of specialization include science teaching, secondary biology education, and studies on gestures and multimodality in classrooms. She is particularly interested in classroom communication and interaction, graphical literacy, and gender-inclusive approaches to Science, Technology, Engineering, and Mathematics (STEM) education. Her work emphasizes eco-social justice and critical content analysis within educational contexts.
Streams include Education, Administration, or Clinical.