| 1. |
- Fredlund, Tobias, et al.
(författare)
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Exploring the role of physics representations : an illustrative example from students sharing knowledge about refraction
- 2012
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Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 33:3, s. 657-666
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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.
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| 2. |
- Fredlund, Tobias, et al.
(författare)
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Towards addressing transient learning challenges in undergraduate physics: An example from electrostatics
- 2015
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Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 36:5
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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)
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| 3. |
- Sunde, Johanna, et al.
(författare)
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Century-long butterfly range expansions in northern Europe depend on climate, land use and species traits
- 2023
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Ingår i: Communications Biology. - : Nature Publishing Group. - 2399-3642. ; 6:1
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Tidskriftsartikel (refereegranskat)abstract
- Climate change is an important driver of range shifts and community composition changes. Still, little is known about how the responses are influenced by the combination of land use, species interactions and species traits. We integrate climate and distributional data for 131 butterfly species in Sweden and Finland and show that cumulative species richness has increased with increasing temperature over the past 120 years. Average provincial species richness increased by 64% (range 15-229%), from 46 to 70. The rate and direction of range expansions have not matched the temperature changes, in part because colonisations have been modified by other climatic variables, land use and vary according to species characteristics representing ecological generalisation and species interactions. Results emphasise the role of a broad ecological filtering, whereby a mismatch between environmental conditions and species preferences limit the ability to disperse and establish populations in emerging climates and novel areas, with potentially widespread implications for ecosystem functioning. Century-long data on climate and butterfly distribution show that species richness has increased with increasing temperature, and that the rate and direction of range expansions are influenced by land use, species interactions and species traits.
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| 4. |
- Betzholtz, Per-Eric, et al.
(författare)
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With that diet, you will go far : trait-based analysis reveals a link between rapid range expansion and a nitrogen-favoured diet
- 2013
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Ingår i: Proceedings of the Royal Society of London. Biological Sciences. - : The Royal Society. - 0962-8452 .- 1471-2954. ; 280:1750, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- Recent global change has had a substantial influence on the distribution of organisms, and many species are currently expanding their ranges. To evaluate the underlying processes, long-term data with good geographic resolution are essential. One important but generally overlooked data source is offered by the taxon-specific national catalogues of first provincial records that are kept in many countries. Here, we use such data to quantify trait-based influences on range expansion in Swedish butterflies and moths between 1973 and 2010. Of 282 species meeting pre-defined quality criteria, 170 expanded their northern range margin, with a mean expansion rate of 2.7 km per year. The analyses demonstrate that habitat and diet generalists, forest species and species active during warm conditions have expanded their ranges more rapidly than other species. Notably, range expansion in diet specialists was positively related to a nitrogen-favoured larval diet, an effect not found among oligo- or polyphagous species. In contrast to the general view, this shows that specialist species can undergo rapid range expansion. We suggest that increased areas of nitrogen-rich habitat, and increased availability of a nitrogen-favoured diet, are among the most important drivers of range expansions, potentially having far-reaching consequences for a wide variety of organisms.
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| 5. |
- 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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| 6. |
- Fredlund, Tobias, et al.
(författare)
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A social semiotic approach to identifying critical aspects
- 2015
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Ingår i: International Journal for Lesson and Learning Studies. - : Emerald Group Publishing Limited. - 2046-8253 .- 2046-8261. ; 4:3, s. 302-316
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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.
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| 7. |
- Fredlund, Tobias, et al.
(författare)
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Att välja lämpliga semiotiska resurser
- 2013
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Ingår i: Scientific literacy. - Malmö, Sweden : Gleerups Utbildning AB. - 9789140684431 ; , s. 59-70, s. 59-70
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Bokkapitel (refereegranskat)
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| 8. |
- Fredlund, Tobias, et al.
(författare)
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Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations
- 2015
-
Ingår i: European journal of physics. - : IOP Publishing. - 0143-0807 .- 1361-6404. ; 36:5
-
Tidskriftsartikel (refereegranskat)abstract
- In this theoretical article we propose three factors that can enhance the possibilities for learning physics from representations, namely: (1) the identification of disciplinary-relevant aspects for a particular disciplinary task, such as solving a physics problem or explaining a phenomenon, (2) the selection of appropriate representations that showcase these disciplinary-relevant aspects, and (3) the creation of variation within the selected representations to help students notice these disciplinary-relevant aspects and the ways in which they are related to each other. An illustration of how these three factors can guide teachers in their efforts to promote physics learning is presented.
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| 9. |
- Fredlund, Tobias, et al.
(författare)
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Learning in terms of the semiotic enactment of patterns of disciplinary-relevant aspects
- 2014
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Ingår i: IACS-2014, The First Conference of the International Association for Cognitive Semiotics. ; , s. 94-94
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Konferensbidrag (refereegranskat)abstract
- Student learning typically takes place in a range of situational contexts. In this paper we consider “sets of situations that have certain relevant aspects in common” (Marton, 2006, p. 503) where each aspect involved is qualitatively unique. We argue that in order for students to come to holistically experience the relevant disciplinary knowledge, they need to become familiar with enacting those relevant aspects (i.e. expressing them with semiotic resources, such as spoken and written language, equations and images.).We suggest it is possible to construct idealized patterns of the aspects that a discipline deems to be relevant for a given field of knowledge – thus characterizing its typical situations and phenomena. We call such a pattern an “idealized pattern of disciplinary relevant aspects” (IPDRA). Each of the aspects that together constitute an IPDRA can be seen to be manifested in discourse in terms of particular configurations, partly prescribed by the “rules” governing the semiotic resource at hand (such as grammar for language). The discursive configurational patterns (cf. Lemke's, 1990, "thematic patterns"; and Tang et al.'s, 2011, "multimodal thematic patterns") that can be empirically found in student discourse can then be compared with the IPDRA to see whether the required aspects have been enacted.The semiotic resources that are used in a scientific discipline are often highly specialized. Any given semiotic resource may therefore be more appropriate for expressing certain (combinations of) situational aspects (what we have called its “disciplinary affordances”, see Fredlund, Airey, & Linder, 2012). We argue it is the disciplinary affordances that determine which semiotic resources that can do which work in terms of representing the knowledge captured by an IPDRA. A pedagogical implication of this is that students need to become fluent in, and learn to choose, those semiotic resources that have the most appropriate disciplinary affordances for enacting a given IPDRA.In this paper we demonstrate how different semiotic resources have different disciplinary affordances and thus how changing the semiotic resource can lead to the possibility to enact different aspects of disciplinary knowledge.
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| 10. |
- Fredlund, Tobias, et al.
(författare)
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Unpacking physics representations : Towards an appreciation of disciplinary affordance
- 2014
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Ingår i: Physical Review Special Topics. - : American Physical Society. - 1554-9178. ; 10:2
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Tidskriftsartikel (refereegranskat)abstract
- This theoretical article problematizes the access to disciplinary knowledge that different physics representations have the possibility to provide; that is, their disciplinary affordances. It is argued that historically such access has become increasingly constrained for students as physics representations have been rationalized over time. Thus, the case is made that such rationalized representations, while powerful for communication from a disciplinary point of view, manifest as learning challenges for students. The proposal is illustrated using a vignette from a student discussion in the physics laboratory about circuit connections for an experimental investigation of the charging and discharging of a capacitor. It is concluded that in order for students to come to appreciate the disciplinary affordances of representations, more attention needs to be paid to their "unpacking." Building on this conclusion, two questions are proposed that teachers can ask themselves in order to begin to unpack the representations that they use in their teaching. The paper ends by proposing directions for future research in this area.
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