| 1. |
- Patron, Emelie, et al.
(författare)
-
Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
- 2021
-
Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 105:6, s. 1173-1201
-
Tidskriftsartikel (refereegranskat)abstract
- Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously. The analysis, which combines a phenomenographic and a social semiotic approach, leads to the characterizations of five qualitatively different ways that visual representations may be unpacked. These outcome categories are presented in terms of a conceptual hierarchy, where two of these ways of unpacking are characterized as being teacher-centered and the other three as student-centered. This leads to a case being made that if teachers use student-centered ways of unpacking visual representations, then their students will be more likely to gain greater access to critical aspects and features of the enacted object of learning. We argue that in terms of making theoretical and practical contributions to the phenomenographic perspective on learning, the results can be used as a tool for researchers wishing to explore how visual representations can be used effectively in science education and also provide a useful basis for discussion in teacher education and in teacher professional development programs.
|
|
| 2. |
- Airey, John, 1963-, et al.
(författare)
-
Social semiotics in university physics education : Leveraging critical constellations of disciplinary representations
- 2015
-
Konferensbidrag (refereegranskat)abstract
- Social semiotics is a broad construct where all communication is viewed as being realized through signs and their signification. In physics education we usually refer to these signs as disciplinary representations. These disciplinary representations are the semiotic resources used in physics communication, such as written and oral languages, diagrams, graphs, mathematics, apparatus and simulations. This alternative depiction of representations is used to build theory with respect to the construction and sharing of disciplinary knowledge in the teaching and learning of university physics. Based on empirical studies of physics students cooperating to explain the refraction of light, a number of theoretical constructs were developed. In this presentation we describe these constructs and examine their usefulness for problematizing teaching and learning in university physics. The theoretical constructs are: fluency in semiotic resources, disciplinary affordance and critical constellations.The conclusion formulates a proposal that has these constructs provide university physics teachers with a new set of meaningfully and practical tools, which will enable them to re-conceptualize their practice in ways that have the distinct potential to optimally enhance student learning. PurposeThis aim of this theoretical paper is to present representations as semiotic resources in order to make a case for three related constructs that we see as being central to learning with multiple representations in university physics; fluency in semiotic resources, disciplinary affordance and critical constellations. We suggest that an understanding of these constructs is a necessary part of a physics lecturer’s educational toolbox. Why semiotics?The construct of representations as it is presently used in science education can, in our opinion, be unintentionally limiting since it explicitly excludes important aspects such as physical objects, (e.g. physics apparatus) and actions (e.g. measuring a value). Clearly, such aspects play a central role in sharing physics meaning and they are explicitly included as semiotic resources in a social semiotic approach. Van Leeuwen (2005:1) explains the preference for the term semiotic resource instead of other terms such as representation claiming that “[…] it avoids the impression that what a [representation] stands for is somehow pre-given, and not affected by its use”. Thus, the term semiotic resource encompasses other channels of meaning making, as well as everything that is generally termed external representations (Ainsworth, 2006). Why social semiotics? The reason for adopting social semiotics is that different groups develop their own systems of meaning making. This is often achieved either by the creation of new specialized semiotic resources or by assigning specific specialized meaning to more general semiotic resources. Nowhere is this more salient than in physics where the discipline draws on a wide variety of specialized resources in order to share physics knowledge. In our work in undergraduate physics education we have introduced three separate constructs that we believe are important for learning in physics: fluency in semiotic resources, disciplinary affordance and critical constellations. Fluency in semiotic resourcesThe relationship between learning and representations has received much attention in the literature. The focus has often been how students can achieve “representational competence” (For a recent example see Linder et al 2014). In this respect, different semiotic resources have been investigated, including mathematics, graphs, gestures, diagrams and language. Considering just one of these resources, spoken language, it is clear that in order to share meaning using this resource one first needs to attain some sort of fluency in the language in question. We have argued by extension that the same holds for all the semiotic resources that we use in physics (Airey & Linder, 2009). It is impossible to make meaning with a disciplinary semiotic resource without first becoming fluent in its use. By fluency we mean a process through which handling a particular semiotic resource with respect to a given piece of physics content becomes unproblematic, almost second-nature. Thus, in our social semiotic characterization, if a person is said to be fluent in a particular semiotic resource, then they have come to understand the ways in which the discipline generally uses that resource to share physics knowledge. Clearly, such fluency is educationally critical for understanding the ways that students learn to combine semiotic resources, which is the interest of this symposium. However, there is more to learning physics than achieving fluency. For example: MIT undergraduates, when asked to comment about their high school physics, almost universally declared they could “solve all the problems” (and essentially all had received A's) but still felt they “really didn't understand at all what was going on”. diSessa (1993, p. 152) Clearly, these students had acquired excellent fluency in disciplinary semiotic resources, yet still lacked a qualitative conceptual understanding. The disciplinary affordance of semiotic resourcesThus, we argue that becoming fluent in the use of a particular semiotic resource, though necessary, is not sufficient for an appropriate physics understanding. For an appropriate understanding we argue that students need to come to appreciate the disciplinary affordance of the semiotic resource (Fredlund, Airey, & Linder, 2012; Fredlund, Linder, Airey, & Linder, 2015). We define disciplinary affordance as the potential of a given semiotic resource to provide access to disciplinary knowledge. Thus we argue that combining fluency with an appreciation of the disciplinary affordance of a given semiotic resource leads to appropriate disciplinary meaning making. However, in practice the majority of physics phenomena cannot be adequately represented by one a single semiotic resource. This leads us to the theme of this symposium—the combination of multiple representations. Critical constellations – the significance of this work for the symposium themeThe significance of the social semiotic approach we have outlined for work on multiple representations lies in the concept of critical constellations.Building on the work of Airey & Linder (2009), Airey (2009) suggests there is a critical constellation of disciplinary semiotic resources that are necessary for appropriate holistic experience of any given disciplinary concept. Using our earlier constructs we can see that students will first need to become fluent in each of the semiotic resources that make up this critical constellation. Next, they need to come to appreciate the disciplinary affordance of each separate semiotic resource. Then, finally, they can attempt to grasp the concept in an appropriate, disciplinary manner. In this respect, Linder (2013) suggests that disciplinary learning entails coming to appreciate the collective disciplinary affordance of a critical constellation of semiotic resources. RecommendationsThere are a number of consequences of this work for the teaching and learning of physics. First, we claim that teachers need to provide opportunities for their students to achieve fluency in a range of semiotic resources. Next teachers need to know more about the disciplinary affordances of the individual semiotic resources they use in their teaching (see Fredlund et al 2012 for a good example of this type of work).Finally, teachers need to contemplate which critical constellations of semiotic resources are necessary for making which physics knowledge available to their students. In this respect physics teachers need to appreciate that knowing their students as learners includes having a deep appreciation of the kinds of critical constellations that their particular students need in order to effectively learn physics ReferencesAinsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.Airey, J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A173193&dswid=-4725Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.diSessa, A. A. (1993). Toward an Epistemology of Physics. Cognition and Instruction, 10(2 & 3), 105-225.Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33, 657-666.Fredlund, T., Linder, C., Airey, J., & Linder, A. (2015). Unpacking physics representations: towards an appreciation of disciplinary affordance. Phys. Rev. ST Phys. Educ. Res., 10( 020128 (2014)).Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science and Technology Education, 18(3). doi: 10.1080/10288457.2014.953294Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European Journal of Science and Mathematics Education, 1(2), 43-49.van leeuwen, T. (2005). Introducing social semiotics. London: Routledge.
|
|
| 3. |
- Fredlund, Tobias, et al.
(författare)
-
Exploring the role of physics representations : an illustrative example from students sharing knowledge about refraction
- 2012
-
Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 33:3, s. 657-666
-
Tidskriftsartikel (refereegranskat)abstract
- Research has shown that interactive engagement enhances student learning outcomes. A growing body of research suggests that the representations we use in physics are important in such learning environments. In this paper we draw on a number of sources in the literature to explore the role of representations in interactive engagement in physics. In particular we are interested in the potential for sharing disciplinary knowledge inherent in so-called persistent representations (such as equations, diagrams and graphs), which we use in physics. We use selected extracts from a case study, where a group of senior undergraduate physics students are asked to explain the phenomenon of refraction, to illustrate implications for interactive engagement. In this study the ray diagram that was initially introduced by the students did not appear to sufficiently support their interactive engagement. However, the introduction of a wavefront diagram quickly led their discussion to an agreed conclusion. From our analysis we conclude that in interactive engagement it is important to choose appropriate persistent representations to coordinate the use of other representations such as speech and gestures. Pedagogical implications and future research are proposed.
|
|
| 4. |
- Volkwyn, Trevor S., 1969-, et al.
(författare)
-
Learning to use Cartesian coordinate systems to solve physics problems : the case of 'movability'
- 2020
-
Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 41:4
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper, we show that introductory physics students may initially conceptualise Cartesian coordinate systems as being fixed in a standard orientation. Giving consideration to the role that experiences of variation play in learning, we also present an example of how this learning challenge can be effectively addressed. Using a fine-grained analytical description, we show how students can quickly come to appreciate coordinate system movability. This was done by engaging students in a conceptual learning task that involved them working with a movable magnetometer with a printed-on set of coordinate axes to determine the direction of a constant field (Earth's magnetic field).
|
|
| 5. |
- Airey, John, et al.
(författare)
-
A Disciplinary Discourse Perspective on University Science Learning : Achieving fluency in a critical constellation of modes
- 2008
-
Ingår i: Journal of Research in Science Teaching. - : Wiley. - 0022-4308 .- 1098-2736. ; 46:1, s. 27-49
-
Tidskriftsartikel (refereegranskat)abstract
- In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in disciplinary discourse. Drawing on ideas from a number of different sources in the literature, we characterize what we call “disciplinary discourse” as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various “modes”. For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment) and activities (such as ways of working—both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theoretical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher-intended disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach.
|
|
| 6. |
- Fredlund, Tobias, et al.
(författare)
-
A social semiotic approach to identifying critical aspects
- 2015
-
Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 4:3, s. 302-316
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to propose a social semiotic approach to analysing objects of learning in terms of their critical aspects. Design/methodology/approach – The design for this paper focuses on how the semiotic resources – including language, equations, and diagrams – that are commonly used in physics teaching realise the critical aspects of a common physics object of learning. A social semiotic approach to the analysis of a canonical text extract from optics is presented to illustrate how critical aspects can be identified. Findings – Implications for university teaching and learning of physics stemming from this social semiotic approach are suggested.Originality/value – Hitherto under-explored similarities between the Variation Theory of Learning, which underpins learning studies, and a social semiotic approach to meaning-making are identified. These similarities are used to propose a new, potentially very powerful approach to identifying critical aspects of objects of learning.
|
|
| 7. |
- Fredlund, Tobias, et al.
(författare)
-
Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics
- 2015
-
Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 36:5
-
Tidskriftsartikel (refereegranskat)abstract
- In this article we characterize transient learning challenges as learning challenges that arise out of teaching situations rather than conflicts with prior knowledge. We propose that these learning challenges can be identified by paying careful attention to the representations that students produce. Once a transient learning challenge has been identified, teachers can create interventions to address it. By illustration, we argue that an appropriate way to design such interventions is to create variation around the disciplinary-relevant aspects associated with the transient learning challenge.References:Bowden J and Marton F 1998 The University of Learning: Beyond Quality and Competence in Higher Education (London: Kogan Page)Chen Z and Gladding G 2014 How to make a good animation: a grounded cognition model of how visual representation design affects the construction of abstract physics knowledge Phys. Rev. ST— Phys. Educ. Res. 10 010111Coppens P, De Cock M and Kautz C 2012 Student understanding of filters in analog electronics lab courses Proc. 40th Ann. Proc. SEFI Conf. (Thessaloniki, Greece)Cummings K 2011 A developmental history of physics education research The Second Committee Meeting on the Status, Contributions, and Future Directions of Discipline-Based Education Research (http://sites.nationalacademies.org/xpedio/groups/dbassesite/documents/webpage/ dbasse_072580.pdf)Domert D, Linder C and Ingerman Å 2005 Probability as a conceptual hurdle to understanding one- dimensional quantum scattering and tunnelling Eur. J. Phys. 26 47–59Driver R and Erickson G 1983 Theories-in-action: some theoretical and empirical issues in the study of students’ conceptual frameworks in science Stud. Sci. Educ. 10 37–60Fraser J M, Timan A L, Miller K, Dowd J E, Tucker L and Mazur E 2014 Teaching and physics education research: bridging the gap Rep. Prog. Phys. 77 1–17Fredlund, T, Airey, J and Linder, C (2012) Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. Eur. J. Phys. 33, 657–66Fredlund, T, Airey, J and Linder, C (2015) Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations. Eur. J. Phys. 36, 055001Hammer D 2000 Student resources for learning introductory physics Phys. Educ. Res., Am. J. Phys. Suppl. 68 52–9Helm H and Novak J D (ed) 1983 Proc. Int. Seminar on Misconceptions in Science and Mathematics (Ithaca, NY: Department of Education, Cornell University)Heron P R L and Hazelton R 2013 Interpreting students’ errors: examples from electrostatics Proc. ESERA 2013 (Nicosia, Cyprus) pp 82–9Ingerman Å, Berge M and Booth S 2009a Physics group work in a phenomenographic perspective— learning dynamics as the experience of variation and relevance Eur. J. Eng. Educ. 34 349–58Ingerman Å, Linder C and Marshall D 2009b The learners’ experience of variation: following students’ threads of learning physics in computer simulation sessions Instr. Sci. 37 273–92Khan Academy 2014 Electric potential at a point in space (www.khanacademy.org/test-prep/mcat/ physical-processes/electrostatics-1/v/electric-potential-at-a-point-in-space)Knight R D 2002 Five Easy Lessons: Strategies for Successful Physics Teaching (San Fransisco: Addison-Wesley)Marton F 2015 Necessary Conditions of Learning (New York: Routledge)Marton F and Booth S 1997 Learning and Awareness (Mahwah: Lawrence Erlbaum Associates)Marton F and Pang M F 2006 On some necessary conditions of learning J. Learn. Sci. 15 193–220Marton F and Tsui A B M 2004 Classroom Discourse and the Space of Learning (Mahwah: Lawrence Erlbaum Associates)McDermott L C 1991 Millikan lecture 1990: what we teach and what is learned–closing the gap Am. J. Phys. 59 301–15McDermott L C and Redish E F 1999 Resource letter PER-1: physics education research Am. J. Phys. 67 755–67McDermott L C and Shaffer P S 2002 Tutorials in Introductory Physics 1st edn (Upper Saddle River, NJ: Prentice-Hall)Nordling C and Österman J 2006 Physics Handbook: for Science and Engineering (Lund: Studentlitteratur)Planinic M 2006 Assessment of difficulties of some conceptual areas from electricity and magnetism using the conceptual survey of electricity and magnetism Am. J. Phys. 74 1143–8Prather E E, Rudolph A L, Brissenden G and Schlingman W M 2009 A national study assessing the teaching and learning of introductory astronomy: I. The effect of interactive instruction Am. J. Phys. 77 320–30Reif F 2008 Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains (Cambridge: MIT Press)Reif F and Larkin J H 1991 Cognition in scientific and everyday domains: comparison and learning implications J. Res. Sci. Teach. 28 733–60Roth W-M and McGinn M K 1998 Inscriptions: toward a theory of representing as social practice Rev. Educ. Res. 68 35–59Sayre E C and Heckler A F 2009 Peaks and decays of student knowledge in an introductory E&M course Phys. Rev. ST—Phys. Educ. Res. 5 013101Tao P-K and Gunstone R F 1999 The process of conceptual change in force and motion during computer-supported physics instruction J. Res. Sci. Teach. 36 859–82Tuminaro J and Redish E F 2007 Elements of a cognitive model of physics problem solving: epistemic games Phys. Rev. ST—Phys. Educ. Res. 3 020201Viennot L 2001 Reasoning in Physics: the Part of Common Sense (Dordrecht: Kluwer Publishers) Young H D and Freedman R A 2004 University Physics with Modern Physics (San Francisco: Pearson)
|
|
| 8. |
- Enghag, Margareta, 1952-, et al.
(författare)
-
Student evaluations of themselves as disciplinary practitioners
- 2009
-
Ingår i: Paper presented at the GIREP-EPEC (International Research Group on Physics Teaching) Conference, University of Leicester, Great Britain, 17-21 August.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 9. |
- Enghag, Margareta, 1952-, et al.
(författare)
-
Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course
- 2013
-
Ingår i: International Journal of Science and Mathematics Education. - Berlin : Springer Science and Business Media LLC. - 1571-0068 .- 1573-1774. ; 11:3, s. 625-650
-
Tidskriftsartikel (refereegranskat)abstract
- We carried out a case study in a wave physics course at a Swedish university in order to investigate the relations between the representations used in the lessons and the experience of meaning making in interview–discussions. The grounding of these interview–discussions also included obtaining a rich description of the lesson environment in terms of the communicative approaches used and the students’ preferences for modes of representations that best enable meaning making. The background for this grounding was the first two lessons of a 5-week course on wave physics (70 students). The data collection for both the grounding and the principal research questions consisted of video recordings from the first two lessons: a student questionnaire of student preferences for representations (given before and after the course) and video-recorded interview–discussions with students (seven pairs and one on their own). The results characterize the use of communicative approaches, what modes of representation were used in the lectures, and the trend in what representations students’ preferred for meaning making, all in order to illustrate how students engage with these representations with respect to their experienced meaning making. Interesting aspects that emerged from the study are discussed in terms of how representations do not, in themselves, necessarily enable a range of meaning making; that meaning making from representations is critically related to how the representations get situated in the learning environment; and how constellations of modes of disciplinary discourse may be necessary but not always sufficient. Finally, pedagogical comments and further research possibilities are presented.
|
|
| 10. |
- Pendrill, Ann-marie, et al.
(författare)
-
Round and round in circles-shifting relevance structures as students discuss acceleration and forces during circular motion in a vertical plane
- 2023
-
Ingår i: European journal of physics. - : Institute of Physics (IOP). - 0143-0807 .- 1361-6404. ; 44:5
-
Tidskriftsartikel (refereegranskat)abstract
- Working out the relations between the forces involved in circular motion in a vertical plane can be challenging for first-year students, as illustrated in this analysis of a 30 min group discussion of a textbook problem where a remote-control model car moves with constant speed inside a cylinder. The analysis includes timelines of semiotic resources used, as well as of topics brought up by individual students. Questions from the students include: what is that force you drew on the paper? Does it act on the car or on the wall? What keeps the car from falling down? The normal force and the 'centripetal force' both point to the center-does it mean they are the same? Is it only a gravitational force at the top? Does the normal force at the bottom just cancel gravity or does it need to be larger? What is 'normal' about the normal force? Arriving at the correct numerical result is insufficient evidence for student understanding of forces in circular motion! Can students with fragmentary understanding bring their pieces together to solve the puzzle? From the timelines, we can identify a few critical moments where the discussion changes focus. This happens when one of the students in the group introduces a new dimension of variation, e.g. a reminder about the force of gravity, a free-body diagram drawn, as well as diagrams drawn in other parts of the circle than the top or bottom, where the centripetal and normal forces are no longer in the same direction. Embodied experiences are invoked, but only at a very late stage in the discussion. For teachers, an awareness of the different ways students use terms and think about the forces can be a guide to offering a larger variation in the interventions, as well as in problems assigned.
|
|
