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- Fredlund, Tobias, et al.
(författare)
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Analysing school science group work in terms of multimodal text development and its interplay with the context of situation
- 2018
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Ingår i: 9ICOM Book of Abstracts. ; , s. 64-64
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Social semiotics terms the immediate environment in which a text functions the ‘context of situation’ – an instance of the context of culture. The context of situation is defined by three parameters, FIELD, TENOR and MODE, which can be operationalized by the WHAT, the WHO and the HOW of a text functioning in a science classroom (Knain, 2015). Text and context mutually enable and constrain each other in acts of meaning. For something to be a text, it must both hang together internally and cohere externally in terms of the three contextual parameters (Halliday & Hasan, 2013). In this paper, we argue that although group work in science classes can be seen as joint text development, what is actually developed is often not a text, but a trajectory of different multimodal texts, each with its own text-context relationship. This is because the students sometimes jump between different topics, which point to different values of the context-parameters. We present an analysis of video recorded student group work where the students produce a trajectory of multimodal texts and move between different contexts of situation – as judged by the values of the contextual parameters. But there is one main thread that they continuously return to. This thread is both internally cohesive and coherent with a (developing) context of situation, and thus constitutes a text. Our analyses suggest that a factor that helps in enabling the students to return to this main thread is a drawing that they produce. A number of aspects of visual grammar are used as indications of the continuous transformation of both the text and its context of situation, including framing, foregrounding and backgrounding. We suggest that this process of multimodal text development is likely to be characteristic for learning trajectories
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| 2. |
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| 3. |
- Fredlund, Tobias, et al.
(författare)
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The transition from naturalistic to theoretical representations of the greenhouse effect
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper reports on a study of students' interactions and transformations of various forms of representations, textual and visual, related to the concept of the greenhouse effect. Competent participation in representational practices is at the heart of scientific literacy and several studies have documented positive effects of introducing students to complex scientific concepts such as the greenhouse effect by means of engaging with various forms of representations. However, studies also show that even though the topic is related to everyday experience (weather, light, heat), the concept of the greenhouse effect is challenging for students. This is partly because of its many invisible processes, such as the transformation of sunlight into heat radiation and its absorption by greenhouse gases. This paper extends previous knowledge by showing how students' representations develop from naturalistic depiction to scientific abstraction. In particular, it shows how the students' framing, foregrounding and backgrounding relate various naturalistic and scientific aspects in their drawings; connect multiple modes of representation and their affordances in peer and teacher negotiations; and how this enables sustained inquiry. Implications for teaching and learning are discussed.
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| 4. |
- Fredlund, Tobias, et al.
(författare)
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Two central aspects of sign-making for the learning of science : differentiation and integration
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this theoretical paper, we explore the role that sign-making practices such as differentiation into parts and integration of parts play for successful student learning in science. Taking a social semiotic stance, we view student interest, such as their judgement of what is relevant and appropriate for the situation at hand and of who is the ‘reader’ of the sign, as the basis for their sign-making. Thus, sign making includes judgements of what to say, how to say it, and by what means to say it – viz. speech, writing, drawing, etc. Our explorative investigation is guided by a multimodal approach to sensemaking, and our analyses are illustrated with excerpts from classroom video data collected when first year upper secondary school students attempt to explain an experimental model of the greenhouse effect. The implications for teaching and learning include that in order to enhance student learning in science, learning tasks need to be created that engage students and prompt their sign-making. By supporting students in focusing on differentiation and integration of parts, students get the tools they need to develop their way of knowing. Thus teachers should pay close attention to students’ sign-making and how it can be supported.
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| 6. |
- Knain, Erik, et al.
(författare)
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Exploring Student Reasoning and Representation Construction in School Science Through the Lenses of Social Semiotics and Interaction Analysis
- 2021
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 51:1, s. 93-111
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Tidskriftsartikel (refereegranskat)abstract
- The meaning-making practices of science are multimodal and include representational forms such as spoken and written language, diagrams, graphs, equations, and images. Science learning proceeds through an ever-increasing grasp of such resources. This study aims at providing insight into how a combination of Interaction Analysis (IA) and social semiotic analysis can provide a deeper understanding of students’ engagement and learning with science representations. Social semiotics offers an analytical lens and categories for interpreting nuances of meaning in the visual domain. IA places a strong methodological emphasis on grounding analysis in unfolding interactions among peers, teachers, and artefacts. Investigating a teaching design where students iteratively produce multimodal drawings of the greenhouse effect, we used a multimodal analysis of the students’ drawings and an IA of transcribed video recordings of students’ interactions with each other and their teacher. The analyses show a progression towards more scientific student drawings over the course of a lesson. This progression was made possible by sustained attention to critical details in the drawings, and the drawings and interactions were instrumental in developing a more sophisticated understanding of the mechanisms behind the greenhouse effect. IA provides important analytical insights into students’ interest in the situation, which is at the heart of social semiotics. Social semiotics offers insight into the nuances of students’ interpretations of the world and how they relate to the practices of disciplinary science.
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| 8. |
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| 9. |
- Knain, Erik, et al.
(författare)
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Representing to learn in science education : Theoretical framework and analytical approaches
- 2017
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Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. - : University of Oslo Library. - 1504-9922. ; :3
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Tidskriftsartikel (refereegranskat)abstract
- Being able to engage with science representations, such as graphs, drawings, animations, gestures and written and verbal texts lies at the heart of scientific literacy. This article introduces the design-based research project Representations and Participation in School Science (REDE), which aims to investigate new aspects of how representations create learning and teaching opportunities in school science in lower and secondary school. It does so by scrutinising the role of representations in three areas of science education: the learning of science content, socio-scientific issues (SSI) and the nature of science. Central to the REDE project is the development of teaching designs whereby students’ and teachers’ engagement with various forms of representations are at the core of learning activities. The teaching designs are developed by teachers together with the researchers in REDE and are tested by the teachers and their students at three partner schools. In this article, we outline the theoretical framework of the project, which is based on scientific literacy and the notion of a ‘third space’. We also introduce the design principles that inform the development of the teaching designs, as well as the two main analytical approaches that we use to analyse students’ and teachers’ engagement with science representations: multimodal analysis and interaction analysis. Finally, we illustrate the potential of the theoretical framework, the design principles and the multimodal analysis in contributing to the investigations in REDE. We do so by presenting and discussing analyses of three empirical cases from classrooms where students worked with teaching designs that focus on representations.
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| 10. |
- Knain, Erik, et al.
(författare)
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The role of representations in students' argumentation on SSI
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper reports on a study that investigates how visual representations support students’ learning in the context of socio-scientific issues (SSI). SSI often require students to apply science knowledge in order to deal with conflicts of interest. An aspect of SSI teaching and learning that is commonly held to be important is argumentation, where claims are supported with evidence. However, almost no studies have been carried out that focus on the use of evidence afforded by visual representations. In Norway, there is currently a conflict between the government and non-governmental organisations regarding whether Norwegian off-shore oil exploration should be extended or not. Two recent chronicles – one from each part in the conflict, made the starting point for the educational setting from which our data was collected. Groups of students wrote texts arguing either for or against further exploration. A range of visual representations related to the topic had been collected by the teacher and the researchers. The students made a selection from this collection and incorporated the selected representations into their texts. Video data was collected using head-mounted cameras. Analysis suggests that student learning is enhanced when they get opportunities to create, critique and revise their representations and texts. Such opportunities were therefore included in the design for learning. Our analyses reveal processes involved when the students selected and orchestrated multimodal representations into their argumentative texts. However, an implication from our study is that students appear to be more familiar with the create phase, than with the critique and revise phases. These results suggest that students need more instructional support in, and practice of, these phases.
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