| 1. |
- Eriksson, Urban, Lektor i fysik med inriktning mot fysikdidaktik, 1968-
(författare)
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Disciplinary discernment : reading the sky in astronomy education
- 2019
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Ingår i: Physical review physics education research. - : American Physical Society. - 2469-9896. ; 15:1
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Tidskriftsartikel (refereegranskat)abstract
- This theoretical paper introduces a new way to view and characterize learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research method- ology, in which a theoretical model for a vital competency of learning astronomy is proposed: reading the sky, a broad description under with various skills and competencies are included. This model takes into account not only disciplinary knowledge but also disciplinary discernment and extrapolating three dimensionality. Together, these constitute the foundation for the competency referred to as reading the sky. In this paper, these competencies are described and discussed and merged to form a new framework vital for learning astronomy to better match the challenges students face when entering the discipline of astronomy.
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| 2. |
- Airey, John, 1963-, et al.
(författare)
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What do you see here? : using an analysis of the Hertzsprung-Russell diagram in astronomy to create a survey of disciplinary discernment
- 2014
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Ingår i: Book of abstracts. ; , s. 52-53
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Konferensbidrag (refereegranskat)abstract
- Becoming part of a discipline involves learning to interpret and use a range of disciplinary-specific semiotic resources (Airey, 2009). These resources have been developed and assigned particular specialist meanings over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors in order to reconcile them with subsequent empirical and theoretical advances. As a consequence, many of the semiotic resources used in the sciences today still retain some (potentially confusing) traces of their historical roots. However, it has been repeatedly shown that university lecturers underestimate the challenges such disciplinary specific semiotic resources may present to undergraduates (Northedge, 2002; Tobias, 1986).In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. First, we audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline. Using the results of our analysis we then created an online questionnaire to probe what is discerned (Eriksson, Linder, Airey, & Redfors, in press) with respect to each of these aspects by astronomers and physicists ranging from first year undergraduates to university professors.Our findings suggest that some of the issues we highlight in our analysis may, in fact, be contributors to the alternative conceptions of undergraduate students and we therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.
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| 3. |
- Eriksson, Moa, et al.
(författare)
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Towards understanding learning challenges involving sign conventions in introductory level kinematics
- 2018
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Ingår i: Physics Education Research Conference Proceedings 2018. - Washington, DC : the Physics Education Research Topical Group (PERTG) and the American Association of Physics Teachers (AAPT).
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Konferensbidrag (refereegranskat)abstract
- Coming to appropriately appreciate the meaning of algebraic signs is an important aspect in introductorykinematics. However, in this educational context, the “disciplinary relevant aspects” of algebraic signs acrossvector and scalar representations are extremely difficult to discern. Our study explores the “relevancestructure” that one-dimensional kinematics problems evoked for introductory level university physicsstudents across two very different educational systems which have, in PER terms, progressive teachingenvironments: Sweden (n=60) and South Africa (n=24). The outcomes of two previous PER studies are usedto provide the analytic basis for formulating categories of relevance structure. Aspects of a contemporaryPER-developed social semiotics perspective (referred to here in terms of communication practices) are usedto discuss implications for teaching in the given educational context of introductory kinematics.
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| 4. |
- Eriksson, Urban, 1968-
(författare)
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The Spiral of Teaching and Learning in Physics and Astronomy
- 2016
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Konferensbidrag (refereegranskat)abstract
- When students start to learn physics and astronomy, they immediately are confronted with a multitude of representations packed with disciplinary information. This information is embedded in these representations and the students need to learn to discern the relevant information. This is not straightforward, and requires a lot of teaching and practice before being mastered. It carries many similarities to learning a new language – the language of physics, astronomy, or other sciences. However, it all starts with disciplinary discernment from those representations, something that has been shown to be challenging for students. Often the teacher who knows the representations and their appresented meaning—their disciplinary affordances—assumes that the students discern the same things in those representations as the teacher does. Research has shown that this is not the case and such assumptions leads to educational problems for the students and make learning physics or astronomy unnecessary difficult, or even inaccessible to the students. The students need be given the opportunity to develop their competency in discerning disciplinary-specific relevant aspects from representations; a competency referred to as Reading the Sky in an astronomy context, and described by the Anatomy of Disciplinary Discernment (Eriksson, 2014a; Eriksson et al., 2014b).Furthermore, physics and astronomy are subjects aiming to describe the real multidimensional world, hence involve a substantial amount of spatial thinking. The students need to learn to extrapolate three-dimensionality in their minds from two-dimensional representations, which have been shown to be challenging to students. Unfortunately, this competency is often taken for granted and rarely addressed in teaching (Eriksson et al., 2014c).In this talk we present a model in which we identify and describe the critical competencies needed to “read” disciplinary-specific representations; it concerns not only disciplinary discernment but also spatial thinking and disciplinary knowledge. These are combined into the Spiral of Teaching and Learning (STL), a new and powerful model for optimizing teaching and learning science (Eriksson, 2014a; Eriksson, 2015). We discuss consequences and possibilities when applying the STL model and give an example of how this model can be used in teaching and learning astronomy.
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| 5. |
- Eriksson, Urban, 1968-, et al.
(författare)
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Up and down, light and heavy, fast and slow : but where?
- 2019
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Ingår i: Physics Education. - 0031-9120 .- 1361-6552. ; 54:2
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Tidskriftsartikel (refereegranskat)abstract
- Vertical amusement rides let your body experience the tickling sensation of feeling light, but also feeling much heavier than as usual, due to velocity changes as you move up and down. Family rides offer different possibilities to visualize the forces that are experienced by your accelerating body. This paper presents a number of different ways to view and experience the motion in a small vertical amusement ride. A smartphone includes an accelerometer that can provide a graph of the forces acting during the ride. A movie from the smartphone camera lets students recall the motion which can then be analysed in more detail. The complementary representations may help students develop a deeper understanding of the relation between force and motion. The affordances of these different semiotic resources are analysed in some detail. In addition, we discuss responses from a number of students to questions about where you feel light and where you feel heavy. We find that the experience of the body is an underused resource in physics teaching.
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| 6. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik : mellan tradition och ändrade styrdokument
- 2018
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Ingår i: LUMAT. - 2323-7104 .- 2323-7112. ; 6:1, s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- Laborationer har lång tradition i fysikundervisningen och det finns många klassiska skolexperiment. Samtidigt påverkas laborationsundervisningen av reformer och teknikutveckling. I denna studie fick lärare på tre gymnasieskolor diskutera sin laborationsundervisning. Analysen baseras på händelselogik, där handling ses som intentionell och styrs av determinanterna: målsättning, förmåga, plikt och möjligheter. Studien ger insikt i hur olika faktorer påverkar lärares laborationsundervisning, och hur klassiska laborationer i fysikundervisningen både kan ha en given plats och utmanas av nya förutsättningar. Resultaten antyder att praxis och tradition är starkare påverkansfaktorer än styrdokument i lärares utformning av laborationsundervisningen, vilket delvis kan relateras till en avsaknad av fortbildning.
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| 7. |
- Holmström, Simon, et al.
(författare)
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Gymnasiets laborationsundervisning i fysik : vad påverkar lärares val av laborationer?
- 2019
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Ingår i: LUMAT. - 2323-7104 .- 2323-7112. ; 7:1, s. 27-58
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Tidskriftsartikel (refereegranskat)abstract
- Vilka faktorer påverkar svenska gymnasielärares laborationsundervisning i fysik? Frågan aktualiseras av den svenska läroplansrevisionen från 2011. I denna studie fick 17 lärare på fyra gymnasieskolor diskutera sin laborationsundervisning i fokusgruppsintervjuer. Baserat på en analys av dessa intervjuer genomfördes en kompletterande enkätundersökning med 66 lärare. Händelselogik användes som analysverktyg för att förstå hur lärarnas laborationsundervisning påverkas av olika faktorer. Resultaten från fokusgrupperna tyder på att lärare uppskattar laborationer som 1) bygger på enkel utrustning, 2) ger ett bra resultat avseende värdet på konstanter, samt 3) laborationer som eleverna tycker om. I enkätundersökningen framstod styrdokumenten som en starkare påverkansfaktor än i fokusgrupperna – men resultaten från båda delarna av undersökningen tyder på att styrdokumenten inte är den viktigaste faktorn i lärares val och upplägg av laborationer.
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| 8. |
- Svensson, Kim, et al.
(författare)
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Programming as a semiotic system to support physicsstudents’ construction of meaning: A pilot study
- 2018
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Ingår i: ICPE 2018 Proceedings. - Johannesburg : ICPE.
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Konferensbidrag (refereegranskat)abstract
- Programming as a tool to be used for analysing and exploring physics in an educationalsetting offers an unprecedented opportunity for the students to create and explore their ownsemiotic resources. Students may use programming to create and explore different models ofphysical systems. In this study a small group of upper secondary education students participatedin a workshop where they learned to program physics simulations and to create their own modelsto implement using the programming language Python. Results from the study shows thatupper secondary education students are able to create their own models of physical systemsand implement them into code. The implemented models were models of hanging cloth andheat diffusion. Results were obtained by analysing video and audio recordings of the studentsthrough the lens of social semiotics.
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| 9. |
- Eriksson, Urban, 1968-, et al.
(författare)
-
Disciplinary discernment from Hertzsprung-Russell-diagrams
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper aim at investigating what astronomy students and experts discern from the multitude of different disciplinary affordances available in Hertzsprung-Russell (HR) diagrams. HR-diagrams are central to all of astronomy and astrophysics and used extensively in teaching. However, knowledge about what students and experts discern from these disciplinary representations are not well known at present. HR-diagrams include many disciplinary affordances that may be hidden to the novice student, hence we aim at investigating and describing what astronomy students at different university levels (introductory, undergraduate, graduate), and astronomy educators/professors, discern from such representation – referred to as disciplinary discernment (Eriksson, Linder, Airey, & Redfors, 2014). Data from a web based questionnaire were analysed using the Anatomy of Disciplinary Discernment (ADD) framework by Eriksson et al. (2014). Preliminary results show (1) the developmental nature of disciplinary discernment from the HR-diagram by the participants and (2) the large discrepancy between disciplinary discernment by the astronomy educators and their students. We describe and discuss the qualitative nature of these differences and how this can have implications for teaching and learning astronomy.
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| 10. |
- Eriksson, Urban, 1968-, et al.
(författare)
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Disciplinary discernment in astronomy education : Hertzsprung-Russell-diagrams
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper aim at investigating what astronomy students and experts discern from the multitude of different disciplinary affordances available in Hertzsprung-Russell (HR) diagrams. HR-diagrams are central to all of astronomy and astrophysics and used extensively in teaching. However, knowledge about what students and experts discern from these disciplinary representations are not well known at present. HR-diagrams include many disciplinary affordances that may be hidden to the novice student, hence we aim at investigating and describing what astronomy students at different university levels (introductory, undergraduate, graduate), and astronomy educators/professors, discern from such representation – referred to as disciplinary discernment. Data from a web based questionnaire were analysed using the Anatomy of Disciplinary Discernment (ADD) framework by Eriksson et al.(2014). Preliminary results show (1) the developmental nature of disciplinary discernment from the HR-diagram by the participants and (2) the large discrepancy between disciplinary discernment by the astronomy educators and their students. We describe and discuss the qualitative nature of these differences and implications for teaching and learning astronomy.
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