| 1. |
- Airey, John, et al.
(författare)
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A Disciplinary Discourse Perspective on University Science Learning : Achieving fluency in a critical constellation of modes
- 2008
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Ingår i: Journal of Research in Science Teaching. - : Wiley. - 0022-4308 .- 1098-2736. ; 46:1, s. 27-49
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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.
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| 2. |
- Airey, John, et al.
(författare)
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Bilingual Scientific Literacy
- 2011
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Ingår i: Exploring the landscape of scientific literacy. - London : Routledge. - 9780203843284 - 9780415874359 - 9780415874366 ; , s. 106-124
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- 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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| 4. |
- Airey, John, 1963-, et al.
(författare)
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Social semiotics in university physics education : Leveraging critical constellations of disciplinary representations
- 2015
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Ingår i: Science Education Research. - : European Science Education Research Association. - 9789515115416
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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.
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| 5. |
- Airey, John, 1963-, et al.
(författare)
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The Concept of Disciplinary Affordance
- 2014
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Ingår i: The 5th International 360 Conference. Encompassing the multimodality of knowledge, May 8-10 2014, Aarhus University, Denmark. ; , s. 20-
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Konferensbidrag (refereegranskat)abstract
- Since its introduction by Gibson (1979) the concept of affordance has been discussed at length by a number of researchers. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when 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) claim that different modes have different specialized affordances. In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical educational tool. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the perception of an individual, it focuses on the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by the functions that it is expected to fulfil for the discipline. As such, the question of whether these affordances are inherent or perceived becomes moot. Rather, the issue is what a semiotic resource affords to an individual and whether this matches the disciplinary affordance. The power of the term is that learning can now be framed as coming to perceive the disciplinary affordances of semiotic resources. In this paper we will discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings. ReferencesAirey, 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://publications.uu.se/theses/abstract.xsql?dbid=9547Fredlund, 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.Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception (pp. 127-143). Boston: Houghton Miffin.Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.Linder, 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.Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.
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| 6. |
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| 7. |
- Bossér, Ulrika, 1976-, et al.
(författare)
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Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices
- 2015
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Ingår i: European Journal of Science and Mathematics Education. - : Bastas Publications. - 2301-251X. ; 3:2, s. 159-176
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Tidskriftsartikel (refereegranskat)abstract
- Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.
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| 8. |
- Bossér, Ulrika, 1976-
(författare)
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Exploring the complexities of integrating socioscientific issues in science teaching
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Socioscientific issues, SSI, can briefly be described as societal issues in which science plays a role. Dealing with SSI in science education is a means to prepare and empower students for active and responsible participation in a complex, democratic society. The implementation of SSI-based teaching calls for classroom practices in which scientific evidence alongside for example social and ethical perspectives are considered. Discourse-based teaching activities are emphasized as a means to provide opportunities for students to practice negotiations of SSI and explore diverse viewpoints on the issues. Dealing with SSI in science teaching is recognized as a challenging task for science teachers. This thesis aims to provide knowledge to support the implementation of SSI-based science teaching. Three studies involving two upper secondary school science teachers are performed to achieve this aim. The first study makes use of video-stimulated discussions to investigate the two teachers’reflections on their classroom practices while they implement SSI throughout an academic year. The second study utilizes the concept positioning as a tool to identify and describe the ways in which one teacher’s interactions with students during group work make available different parts for the students to play as participants, when dealing with SSI in the classroom. The third study makes use of the concept communicative approach to investigate how the two teachers’ management of classroom discussions sets conditions for the consideration of multiple perspectives relevant to SSI, including the students’ viewpoints. The results provide knowledge useful when making considerations about the design and enactment of teaching activities in relation to specific educational goals. The results suggest that a specific challenge with designing and enacting SSI-based teaching activities is to balance between controlling and directing the teaching activities to promote specific learning goals and providing space for students’ participation and perspectives. The results of employing the analytical tools elucidate how this challenge can play out in classroom practice and contribute with knowledge of the ways in which teachers’ discursive practices play a role in addressing this challenge. Strategies to support teachers’ implementation of SSI-based teaching that take account of teachers’ existing practices are discussed.
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| 9. |
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| 10. |
- Bruun, Jesper, et al.
(författare)
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Network analysis and qualitative discourse analysis of a classroom group discussion
- 2019
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Ingår i: International Journal of Research and Method in Education. - Abingdon-on-Thames : Routledge. - 1743-727X .- 1743-7288. ; 42:3, s. 317-339
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Tidskriftsartikel (refereegranskat)abstract
- A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.
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