| 1. |
- Airey, John, 1963-, et al.
(författare)
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On the Disciplinary Affordances of Semiotic Resources
- 2014
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Ingår i: Book of Abstracts. ; , s. 54-55, s. 54-55
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Konferensbidrag (refereegranskat)abstract
- In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.
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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. |
- 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: The first Conference of the International Association for Cognitive Semiotics, Lund, Sweden, 25-27 Sept 2014. ; , 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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| 4. |
- Alho, Jussi S., et al.
(författare)
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Increasing melanism along a latitudinal gradient in a widespread amphibian : local adaptation, ontogenic or environmental plasticity?
- 2010
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Ingår i: BMC Evolutionary Biology. - : Springer Science and Business Media LLC. - 1471-2148. ; 10:1, s. 317-
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Tidskriftsartikel (refereegranskat)abstract
- Background: The thermal benefits of melanism in ectothermic animals are widely recognized, but relatively little is known about population differentiation in the degree of melanism along thermal gradients, and the relative contributions of genetic vs. environmental components into the level of melanism expressed. We investigated variation in the degree of melanism in the common frog (Rana temporaria; an active heliotherm thermoregulator) by comparing the degree of melanism (i) among twelve populations spanning over 1500 km long latitudinal gradient across the Scandinavian Peninsula and (ii) between two populations from latitudinal extremes subjected to larval temperature treatments in a common garden experiment. Results: We found that the degree of melanism increased steeply in the wild as a function of latitude. Comparison of the degree of population differentiation in melanism (P-ST) and neutral marker loci (F-ST) revealed that the P-ST >F-ST, indicating that the differences cannot be explained by random genetic drift alone. However, the latitudinal trend observed in the wild was not present in the common garden data, suggesting that the cline in nature is not attributable to direct genetic differences. Conclusions: As straightforward local adaptation can be ruled out, the observed trend is likely to result from environment-driven phenotypic plasticity or ontogenetic plasticity coupled with population differences in age structure. In general, our results provide an example how phenotypic plasticity or even plain ontogeny can drive latitudinal clines and result in patterns perfectly matching the genetic differences expected under adaptive hypotheses.
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| 5. |
- Bengtsson, Daniel, et al.
(författare)
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Movements, Home-Range Size and Habitat Selection of Mallards during Autumn Migration
- 2014
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 9:6
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Tidskriftsartikel (refereegranskat)abstract
- The mallard (Anas platyrhynchos) is a focal species in game management, epidemiology and ornithology, but comparably little research has focused on the ecology of the migration seasons. We studied habitat use, time-budgets, home-range sizes, habitat selection, and movements based on spatial data collected with GPS devices attached to wild mallards trapped at an autumn stopover site in the Northwest European flyway. Sixteen individuals (13 males, 3 females) were followed for 15-38 days in October to December 2010. Forty-nine percent (SD = 8.4%) of the ducks' total time, and 85% of the day-time (SD = 28.3%), was spent at sheltered reefs and bays on the coast. Two ducks used ponds, rather than coast, as day-roosts instead. Mallards spent most of the night (76% of total time, SD = 15.8%) on wetlands, mainly on alvar steppe, or in various flooded areas (e.g. coastal meadows). Crop fields with maize were also selectively utilized. Movements between roosting and foraging areas mainly took place at dawn and dusk, and the home-ranges observed in our study are among the largest ever documented for mallards (mean = 6,859 ha; SD = 5,872 ha). This study provides insights into relatively unknown aspects of mallard ecology. The fact that autumn-staging migratory mallards have a well-developed diel activity pattern tightly linked to the use of specific habitats has implications for wetland management, hunting and conservation, as well as for the epidemiology of diseases shared between wildlife and domestic animals.
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| 6. |
- Blomqvist, Maria, et al.
(författare)
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Chlamydia psittaci in birds of prey, Sweden
- 2012
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Ingår i: Infection Ecology and Epidemiology. - 2000-8686. ; 2, s. 8435-
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Tidskriftsartikel (refereegranskat)abstract
- Background: Chlamydia psittaci is an intracellular bacterium primarily causing respiratory diseases in birds but may also be transmitted to other animals, including humans. The prevalence of the pathogen in wild birds in Sweden is largely unknown. Methods: DNA was extracted from cloacae swabs and screened for C. psittaci by using a 23S rRNA gene PCR assay. Partial 16S rRNA and ompA gene fragments were sequence determined and phylogenies were analysed by the neighbour-joining method. Results and conclusion: The C. psittaci prevalence was 1.3% in 319 Peregrine Falcons and White-tailed Sea Eagles, vulnerable top-predators in Sweden. 16S rRNA and ompA gene analysis showed that novel Chlamydia species, as well as novel C. psittaci strains, are to be found among wild birds.
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| 7. |
- Blomqvist, Maria, et al.
(författare)
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Chlamydophila psittaci in birds of prey, Sweden
- 2012
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Ingår i: Infection Ecology & Epidemiology. - : Informa UK Limited. - 2000-8686 .- 2000-8686. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Background: Chlamydia psittaci is an intracellular bacterium primarily causing respiratory diseases in birds but may also be transmitted to other animals, including humans. The prevalence of the pathogen in wild birds in Sweden is largely unknown.Methods: DNA was extracted from cloacae swabs and screened for C. psittaci by using a 23S rRNA gene PCR assay. Partial 16S rRNA and ompA gene fragments were sequence determined and phylogenies were analysed by the neighbour-joining method.Results and conclusion: The C. psittaci prevalence was 1.3% in 319 Peregrine Falcons and White-tailed Sea Eagles, vulnerable top-predators in Sweden. 16S rRNA and ompA gene analysis showed that novel Chlamydia species, as well as novel C. psittaci strains, are to be found among wild birds.
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| 8. |
- Brante, Göran, et al.
(författare)
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To double a recipe : interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting
- 2014
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Ingår i: Education Inquiry. - 2000-4508. ; 5:2, s. 301-318
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Tidskriftsartikel (refereegranskat)abstract
- This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils’ (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils’ knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils’ interest and life world can enhance motivation and, in turn, learning.
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| 9. |
- Brante, Göran, 1951, et al.
(författare)
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To double a recipe : interdisciplinary teaching and learning of mathematical content knowledge in a home economics setting
- 2014
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 5:2, s. 301-318
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Tidskriftsartikel (refereegranskat)abstract
- This study examines if interdisciplinary teaching can be said to facilitate the learning and use of fractions by Swedish 12-year-old pupils. Home and Consumer Studies is well suited to interdisciplinary teaching, and young people can therefore find it interesting to study maths since the setting is relevant to them. Building on variation theory and a learning study, we examined pupils' (n18) ability to double fractions greater than ½ when using a recipe. The general results show that what is to be learned benefits if it is presented in different ways, that teachers should not take pupils' knowledge for granted, and mathematically that it is not necessary to divide something to be able to double it. We argue that the study shows that genuine problems based on pupils' interest and life world can enhance motivation and, in turn, learning.
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| 10. |
- Brunosson, Albina, 1986-, et al.
(författare)
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Aspects of cooking in food and meal science
- 2013
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Ingår i: 8th International Conference on Culinary Arts and Sciences. - 9789898631084 ; , s. 206-210
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Konferensbidrag (refereegranskat)abstract
- Education and research within the interdisciplinary subject food and meal science can be mediated through science, craft and creativity and cooking is a central activity. This paper aims at elucidating some aspects of cooking through the perspectives “Culture and Communication” “Food Science” and “Nutrition and Health”. This was done through a survey among students and teachers. The results stress the importance of an interdisciplinary approach to understand the different aspects of cooking and the prominent view on cooking as a cultural and communicative activity.
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