The purpose of this work is to study, from a multimodal perspective, how the particle theory of matter is portrayed by different representational modes (text, pictures, etc.) in science textbooks for Swedish compulsory school grades 4–6.

This study aims to answer the following questions:

•       How are representational modes used in the presenting of the particle movements in science textbooks?

•       How does representational modes interact in the presenting of the particle movements in science textbooks?

This study is based on a qualitative multimodal text analysis of selected textbooks using a model that takes into consideration the use of and interplay between text, illustrations, pictures and other forms of presentation.

Results show that the particle theory is presented in similar way in each of the texts. Particle theory of matter is presented mainly by means of illustrations supplemented and reinforced with text. Motion of the particles are indicated using different representations and the particles themselves described as diversely as candies or butter. Textbooks use the reader’s general knowledge as a base and to connect with the specific subject content. The interplay between modes can be contradictory such as in the case where text describes molecular concepts and the illustrations focus on particles.