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- Fredlund, Tobias, et al.
(författare)
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The epistemological commitments of modes : Opportunities and challenges for science learning
- 2024
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Ingår i: Visual Communication. - : Sage. - 1470-3572 .- 1741-3214. ; 23:1, s. 97-118
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Tidskriftsartikel (refereegranskat)abstract
- Meaning making in science is supported by different modes, such as spoken and written language, images and gestures, all of which have different affordances. The epistemological commitments of modes are affordances that cannot be avoided. This article investigates how the epistemological commitments of modes affect possibilities for learning. Video data was collected from a learning activity where upper secondary students drew and explained an experiment representing the greenhouse effect. The analysis uses the variation theory of learning, which assumes that students learn when they notice new aspects of objects of learning by experiencing variation against an invariant background. Such variation can be created through the representations used. Findings show that, in the learning activity, variation was created in a range of modes. Some of the variation, particularly with regards to radiation, was due to the epistemological commitments of drawing. However, these aspects of radiation went unnoticed by the students, possibly because several aspects varied simultaneously. The teacher then helped the students to become aware of certain variation. Implications for the teaching and learning of science when taking the epistemological commitment of different modes into consideration include both challenges, such as when unintended variation is created, and opportunities, such as when spontaneously occurring variation can be taken up for discussion.
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| 2. |
- 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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| 3. |
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| 4. |
- 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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| 5. |
- 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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