| 1. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Analysing interaction in science classrooms – a comparative study of two discourse analysis frameworks
- 2023
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 2023:1, s. 1-32
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Tidskriftsartikel (refereegranskat)abstract
- One central issue for research in classrooms is to provide insights concerning characteristics of classroom interaction that can help teachers improve their teaching. In the present study, we analyse spoken interaction in one elementary physics classroom by the use of two different frameworks, targeting similar aspects of social communication, namely how discourse patterns shape the relations between participants. The two frameworks utilized are on the one hand analyses of the communicative approach according to Mortimer and Scott, combined with analyses of discourse patterns such as IRE-patterns, and on the other hand analyses related to the interpersonal meta-function in Halliday’s systemic-functional grammar, SFG. The aim was to highlight possibilities and limitations of the different frameworks. Our analyses reveal that the two analytical frameworks have partly the same, partly different affordances concerning what they can reveal about classroom interaction. The analyses of the communicative approaches have the potential of elucidating discursive patterns and power relations at a general level, while the analyses based on SFG can provide more details about the power relations in terms of how the participants actually structure their utterances. The results are also discussed regarding implications for education.
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| 2. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Kunskapsutveckling genom ämnesspråk
- 2022
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Ingår i: Didaktikens språk. - Malmö : Gleerups Utbildning AB. - 9789151105482 ; , s. 87-102
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Elever på alla skolans stadier och studenter i högre utbildning rör sig mellan olika ämnen med olika innehållsligt fokus. Denna rörelse blir också en förflyttning mellan olika språkliga världar: ämnenas olika praktiker innebär att vi ”vill” olika saker med språket i dessa olika ämnesvärldar. I kapitlet presenterar vi begreppet ämneslitteracitet närmare. Vi gör det utifrån en vidgad syn på språk, där vi utöver verbalt språk (tal och skrift) inkluderar sådant som hur bilder och andra resurser används på ämnesspecifika sätt. Teoretiskt bygger kapitlet på socialsemiotik, vilket är en funktionell syn på språk och språkande som här också innefattar ett multimodalt perspektiv på språk och interaktion (Halliday, 1978; Kress, 2010). Vi presenterar också ett par didaktiska modeller som lärare kan använda för att dels själva få syn på ämnets språk, dels arbeta på sätt som ger elever möjlighet att utveckla ämneslitteracitet parallellt med sitt ämneskunnande.
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| 3. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Representations of science content in a primary classroom : Combining long and short timescales for multimodal analysis
- 2023
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Ingår i: Science Education. - : John Wiley & Sons. - 0036-8326 .- 1098-237X. ; 107:6, s. 1561-1592
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Tidskriftsartikel (refereegranskat)abstract
- This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studieshave been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multimodal ensembles). The design of the lessons was built around a number of experimental activities, starting with a puzzling phenomenon and where students for each experiment predicted, observed, described, and tried to come up with explanations. Based on social‐semiotics, we combined analysis at an overall level (long timescale and large grain size) and a detailed level (short timescale and small grain size) to shed light on how the science content was represented within and between modes over the teaching and learning period, and what content was expressed in these representations. Our findings reveal how students moved from focusing on attributes such as a “heavy” regarding artifacts used in the experiments, towards the central physics processes, such as one object exerting force on another object. Furthermore, we were able to detect that such “signs of learning” were shown in students’ small‐group discussions and multimodal texts following a carefully orchestrated multimodal exposition by the teacher. Hence, such a careful multimodal orchestration appeared to be critical for the students’meaning‐making about the science content.
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| 4. |
- Jeppsson, Fredrik, 1978-, et al.
(författare)
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Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education
- 2022
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 12:3
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Tidskriftsartikel (refereegranskat)abstract
- Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils’ responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.
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| 5. |
- Bergh Nestlog, Ewa, PhD, 1959-, et al.
(författare)
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Textskapande i grundskolan : utveckla funktionella skrivpraktiker
- 2020
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att utveckla elevers förmåga att skapa texter är ett område som av tradition kopplas till svenskämnet. Samtidigt vet vi att elever skapar olika former av text i de flesta av skolans ämnen. Forskning har också visat att elever utvecklar såväl förmågan att skapa funktionella texter som ämneskunskaper genom att få arbeta med text i skolans olika ämnen på ett meningsfullt sätt.Textskapande i grundskolan beskriver ett perspektiv på textskapande som har fokus på texters funktion. I boken visar författarna hur textundervisningen kan organiseras i klassrummet och hur läraren kan stötta eleverna i arbetsprocessen. Med hjälp av tankar och modeller som utgår från forskning och beprövad erfarenhet presenterar de förhållningssätt som låter lärare skapa en funktionell skrivundervisning tillsammans med sina elever. En sådan undervisning är inriktad på elevernas möjlighet att kommunicera erfarenheter i de texter som de skapar och därmed utveckla sin identitet som kunnig.Boken riktar sig till såväl studenter inom lärarutbildningen som till lärare i grundskolans olika årskurser och ämnen.
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| 6. |
- Danielsson, Kristina, 1961-
(författare)
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Beginners Read Aloud : High versus Low Linguistic Levels in Swedish Beginners' Oral Reading
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aims of this thesis were to examine the utilisation of various linguistic levels in the oral reading of running texts among Swedish beginning readers, and specifically to question the supposedly predominant role of lower (i.e. sub-lexical) linguistic levels by also examining possible evidence of the utilisation of information at the syntactic or semantic levels, as well as textual context. The investigation is based on a corpus constructed from the oral reading of running texts and includes a number of studies using both quantitative and qualitative error analyses.The analyses confirm that other linguistic levels than the sub-lexical have an impact on reading. This was shown both in the linguistic acceptability of errors and the extent to which errors were corrected depending on linguistic acceptability. Although the natural point of departure seemed to be the graphemic level, analyses revealed that graphemic complexity or word transparency alone could not explain error frequencies. In quite a few cases, qualitative analyses revealed, for instance, that higher linguistic levels or knowledge of the world could explain both why words did and did not result in reading errors. However, phonological quantity appeared to be a major difficulty throughout the study, which is clearly related to the graphemic or phonological level.Some differences regarding the developmental perspective were observed. One study indicated that the readers might develop stepwise regarding their utilisation of various linguistic levels, in the sense that they appeared to rely mainly on lower linguistic levels early in reading development. Later they seemed to be dependent on higher linguistic levels, and ultimately they seemed to be sensitive to, rather than dependent on, higher linguistic levels.An interesting result was that the readers seemed to use different strategies for different kinds of words throughout the investigation, using a direct decoding strategy for frequent words, but using a letter-by-letter decoding strategy for less frequent or graphemically complex words.
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| 7. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Designs for learning and changing texts - demands for future of education : Pupils' positioning during joint multimodal text creation
- 2023
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Ingår i: Designing Futures. - London.
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Konferensbidrag (refereegranskat)abstract
- In a project with an overall aim to explore ‘what’s happening’ and ‘what’s possible’ in terms of how pupils made meaning about different subject content and what signified their interaction with each other and with the tools provided, we let young pupils create multimodal texts in small groups in different subject areas. In one sub-study, we analysed how the pupils positioned themselves and each other (e.g., by taking leadership over one’s peers, or by refusing to take part in the activity) through their multimodal interaction when jointly creating fairy tales by use of different tools, such as papers, pencils and crayons, or a digital application for making animations. In the study, we followed the process when pupils in a grade 2 classroom during three different small-group activities i) created handwritten fairy tales, ii) drew images, and then, iii) transformed them into animated multimodal texts by using a digital application. Data was generated through video-recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. The study is theoretically grounded in the designs for learning (DFL) perspective and the Learning Design Sequence Model was used as an analytical tool (see for example Björklund Boistrup & Selander 2022, Kress & Selander 2012, Selander 2008). One aspect of the model concerns how students are positioned and how they position themselves during the teaching and learning activities. The teacher’s design for learning - including her planned activities and the resources made available for the pupils - appeared to have a great impact on what happened and what became possible for the pupils in their design in learning and what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during small-group activities, e.g., if someone took a leading position while others acted as followers, or if their positions were more equal. The ways that these positions differed between activities could partly be explained by the different affordances of the resources provided, as well as the teacher’s design.
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| 8. |
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| 9. |
- Danielsson, Kristina, Professor, 1961-
(författare)
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Multimodalitetens betydning for fagdidaktisk forskning
- 2018
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Ingår i: Didaktik i udvikling. - Aarhus : Klim. - 978 87 7204 220 6 ; , s. 168-184
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Bokkapitel (refereegranskat)abstract
- Den här artikeln diskuterar vikten av ett multimodalt perspektiv i både undervisning och forskning i klassrumskontexter. Teoretisk utgångspunkt är socialsemiotiskt perspektiv på multimodalitet. Den ger en introduktion till begreppet multimodalitet och utifrån exempel från ett tvärvetenskaplig forskningsprojekt ges exempel på hur multimodaliteten tar sig uttryck i tre naturvetenskapliga klassrum.
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| 10. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Multimodalt textskapande som verktyg för att utveckla elevers skrivande
- 2022
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Ingår i: Läs- och skrivundervisning utifrån elevers varierade behov. - Malmö : Gleerups Utbildning AB. - 9789151107264 ; , s. 155-172
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet bygger på ett samarbete mellan en lärare och en forskare som gemensamt planerat och analyserat skrivundervisning som läraren genomfört i en språkligt heterogen klass i årskurs ett. Genom kapitlet vill vi ge ett exempel på hur en inkluderande undervisning kan se ut, där unga elever arbetar med att skapa multimodala texter bestående av ord och bild. Kapitlet utgår ifrån en funktionell syn på textskapande. Textarbetet genomfördes under temat "vatten". Analyserna av undervisningen bygger på modellen lärdesignsekvenser som utvecklats inom det teoretiska perspektivet design för lärande.
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| 11. |
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| 12. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Pupils creating digital animations in the early years of schooling
- 2023
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Ingår i: Designing Futures the 11th international conference on multimodality. - : UCL. ; , s. 76-77
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Konferensbidrag (refereegranskat)abstract
- The use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and the early years of schooling. Thus, an important question is what potential digital tools and digital resources has - when integrated in educational practices - to increase pupils’ meaning making. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible’ when pupils (6–8 years) are part of teaching and learning practices involving digital tools, in this case when jointly creating multimodal digital animations to communicate ideas and tell stories in the subjects Mathematics, Science, and Swedish.The theoretical base is Designs for Learning (DfL) (Björklund Boistrup & Selander 2022), where teaching and learning are seen as a form of multimodal design. According to that perspective, the teacher designs learning activities, giving the pupils access to different resources to enable meaning making, while the pupils’ meaning making process is seen as a kind of re-design, based on, e.g., available resources, interests and previous experiences. In our analysis, we utilize the Learning Design Sequence (LDS) model, developed within DfL. To enable fine-tuned detailed analysis of pupils’ multimodal interaction, classroom activities with pupils working in pairs were video-recorded. Moreover, the pupils’ multimodal texts (writing, drawings, digital animations, etc.) were collected. The analysis revealed, e.g., that the different material resources provided in the teachers’ design for learning (e.g., paper, pencils, crayons, or digital tools) to a great extent steered what happened and became possible for the pupils in terms of negotiating, contributing, making suggestions, and making conscious choices of signs to use in their multimodal texts (both paper-based and digital).
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| 13. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Signs of Learning : Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom
- 2022
-
Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 12:10, s. 1-23
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Tidskriftsartikel (refereegranskat)abstract
- Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerning science learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher’s design for learning for students’ meaning-making about ‘sound’. Thereto, students’ ‘signs of learning’ regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher’s design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students’ development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher’s choices appeared to be a hindrance for the students.
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| 14. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Bedömning i förskolan
- 2023
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Ingår i: Den utbildningsvetenskapliga kärnan för förskolan. - : Natur och kultur. - 9789127464872 ; , s. 316-333
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 15. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Förskoleklasselever utforskar kombinatorik genom digitala animeringar
- 2023
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 17:4
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is on digital tools as part of mathematics education with six-year-olds. More explicitly, we study how the creation of digital animations, as a part of working on a problem-solving task, enables young students’ learning of combinatorics. In the article, the creation of digital animations implies that the students re-design, that is, recreate their solution procedure with a digital application. The aim with letting the young students create digital animations is diverse. We presume that such work enables problem solving as well as the learning of combinatorics, but also that it has potential to enable creativity and agency in learning. Video-documentations from three classrooms where students work on the problem-solving task were analysed from a multimodal perspective where teaching is seen as a design process. In that process, the teacher designs learning activities that give students access to different resources for their meaning making process. The results show that working with digital animations, when integrated in a learning design sequence, amplify students’ learning of combinatorics.
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| 16. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Six-year-olds create digital animations to reinforce mathematical problem solving
- 2022
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Ingår i: Book of Abstracts ‘Cultures of play: Actors, Affordances and Arenas’ Glasgow, Scotland 23<sup>rd</sup> – 26<sup>th</sup> August 2022.
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Konferensbidrag (refereegranskat)abstract
- The aim is to investigate how digital play with animations may contribute to children’s (six-year-olds) learning of combinatorics, in this case how three toy bears can be arranged in a row on a sofa (i.e. permutations for n = 3). English (2005) showed that a well-organised and meaningful context facilitates young children’s possibilities to explore combinatorial situations. This study builds on Palmér & van Bommel (2020) who investigated the role of and connection between systematization, representation and digital artefacts in children’s work with combinatorial tasks. Their study showed that the use of digital artefacts may enhance children’s understanding of combinatorial problems. This study builds on designs for learning (Kress & Selander 2010), including multimodal theories. A central model is the Learning Design Sequence (LDS) model. The study is qualitative in nature, combining the LDS model with multimodal analysis. Activities, in three different classrooms, where the children worked in pairs with the combinatoric task with paper/pens and with creating digital animations were video documented. Video-documentations (150 minutes) from three pairs of children were analysed qualitatively according to the LDS model focusing on the children’s understanding of the mathematical content. The study conforms to the ethical regulations for research in Sweden. All participating teachers, children, and guardians approved their participation. Creating digital animations enhanced the children’s understanding of combinatorics. The digital animations were more systematic with more permutations than the paper and pencil documentation. The study contributes with implications for how digital play with animations can be integrated in early mathematics education.
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| 17. |
- Nilsen, Malin, 1974, et al.
(författare)
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Digital högläsning för flerspråkande i förskolan
- 2023
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Ingår i: Utbildning & lärande. - : Högskolan Dalarna. - 1653-0594 .- 2001-4554. ; 17:4
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Tidskriftsartikel (refereegranskat)abstract
- This study examined the potential for children’s multilingual development supported by a digital e-book application (Polyglutt) used in Swedish preschools. The analysis focused on the app’s software design and the reflections of 17 preschool teachers in a large Swedish city, many of whom work with multilingual groups of children. A social semiotic perspective of multimodality was utilized to evaluate the app’s potential and a qualitative content analysis was employed to analyse the interviews. Findings indicated that the app was popular among the teachers and was considered an efficient tool for read-aloud activities, although the potential for multilingual purposes was rarely realized. The analysis shows that the app has potential for multilingual interaction, yet the design does not always make this clearly visible. Didactic implications of the use of the application are critically discussed.
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| 18. |
- Patron, Emelie, et al.
(författare)
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An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry
- 2023
-
Konferensbidrag (refereegranskat)abstract
- This paper aims to explore how well-designed multimodal teaching affects pupils' meaning-making and ‘what’s happening’ and ‘what’s possible’ when pupils create multimodal digital animations of water molecules and phase changes of water. Previous research has shown that pupils’ participation in educational activities increases when they are allowed to use several forms of expression (Petersen, 2020). The project is qualitative and draws on the frameworks of social semiotics (e.g., see Kress et al., 2001) and Designs for Learning, DfL (Selander, 2008), where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in Chemistry. Afterwards, the children while showing their digital animations were asked about what they had been doing and what their intentions behind certain actions had been (cf. Wernholm & Reneland-Forsman,2019). The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation without giving a reason. The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that well-designed multimodal activities where pupils both create and reflect upon their digital animations appear to contribute to increased meaning-making in Chemistry. Thus, this project contributes with implications for early years of schooling by showing how using digital tools can create conditions for children’s participation and meaning-making in Chemistry.
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| 19. |
- Patron, Emelie, et al.
(författare)
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An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry
- 2024
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.
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| 20. |
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| 21. |
- Tang, Kok-Sing, et al.
(författare)
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Affordances of physical objects as a material mode of representation : A social semiotics perspective of hands-on meaning-making
- 2022
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Ingår i: International Journal of Science Education. - : Taylor & Francis. - 0950-0693 .- 1464-5289. ; 44:2, s. 179-200
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the affordances of physical objects (e.g. apparatus, models, manipulatives) as they were used by teachers and students to make meaning in coordination with their speech and gestures. Despite the pervasive use of physical objects as material and tactile resources in hands-on investigations or demonstrations, there have been few attempts to analyze their role and function in meaning-making, in the same way, that researchers have previously done for other modes of representation such as speech, written text, diagram and gesture. Using social semiotics as a theoretical framework, we conceptualise physical objects as a semiotic mode with a particular affordance for making meaning that involves embodied actions and manipulation of tools. Based on a multimodal discourse analysis of numerous classroom situations, we illustrate how physical objects as a mode have four unique affordances for meaning-making in science classrooms. These affordances are: (a) enacting material interaction, (b) providing evidential meaning, (c) orientating three-dimensional spatial meaning and (d) sensitising experiential meaning. The implication of why we should use physical objects to support or value-add science meaning-making is then discussed.
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| 22. |
- Wanselin, Hanna, 1980-, et al.
(författare)
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Analysing Multimodal Texts in Science—a Social Semiotic Perspective
- 2021
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Ingår i: Research in science education. - : Springer Science and Business Media LLC. - 0157-244X .- 1573-1898.
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Tidskriftsartikel (refereegranskat)abstract
- Teaching and learning in science disciplines are dependent on multimodal communication. Earlier research implies that students may be challenged when trying to interpret and use different semiotic resources. There have been calls for extensive frameworks that enable analysis of multimodal texts in science education. In this study, we combine analytical tools deriving from social semiotics, including systemic functional linguistics (SFL), where the ideational, interpersonal, and textual metafunctions are central. In regard to other modes than writing—and to analyse how textual resources are combined—we build on aspects highlighted in research on multimodality. The aim of this study is to uncover how such a framework can provide researchers and teachers with insights into the ways in which various aspects of the content in multimodal texts are communicated through different semiotic resources. Furthermore, we aim to explore how different text resources interact and, finally, how the students, or authors of teaching resources, position themselves in relation to the subject. Data consist of one student text and one teaching resource text, both comprising drawn and written elements in combination with symbols. Our analyses of the student text suggest that the proposed framework can provide insights into students’ content knowledge and, hence, how construction of multimodal texts may be a useful tool for formative assessment. When it comes to teaching resources, the framework may be a useful tool for teachers when choosing resources, particularly in relation to students’ possibilities of meaning making when engaging with such texts, but also, as a basis for classroom discussions.
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| 23. |
- Wanselin, Hanna, 1980-, et al.
(författare)
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Meaning-Making in Ecology Education : Analysis of Students’ Multimodal Texts
- 2023
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 13:5
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Tidskriftsartikel (refereegranskat)abstract
- Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges. However, more research has yet to investigate how students design multimodal texts to represent complex biological processes. For a holistic understanding of ecology, it is crucial to understand different complex processes, such as the matter cycle, energy flow, decomposition, and their relations. Therefore, this study aims to, through multimodal text analysis based on systemic functional linguistics (SFL), identify how secondary students collectively present and combine such processes and how they position themselves through their textual choices. Results indicate that representing biological processes comprises several challenges for students. One way in which this is shown is the unclear use and meaning of arrows. Thereto, the students include various aspects uncommon in the field of ecology, for example, symbols inspired by comic books, values, and the role of humans, thereby relating ecosystems to their interests and everyday life. Implications for teaching are discussed, for instance, the importance of supporting students in terms of scientific content and how to represent it, which can be conducted through text discussions.
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| 24. |
- Wernholm, Marina, PhD, 1972-, et al.
(författare)
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Pupils creating digital animations in the early years of schooling
- 2023
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Konferensbidrag (refereegranskat)abstract
- Research show that the use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and in the early years of schooling in Sweden. Thus, an important question is what potential digital tools and digital resources has to increase pupils’ meaning making when integrated into educational practices. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible” when pupils in small groups create digital animations together. The theoretical base for the project is Designs for Learning (DfL), according to which teaching, and learning are seen as a form of multimodal design: the teacher stages, or designs, learning activities, thus giving the pupils access to different resources that enable meaning making, and the pupils in turn re-design their learning based on their previous knowledge, interests and experiences. As part of the DfL framework, a model – Learning Design Sequence (LDS) – has been developed for teachers to use to plan and evaluate their teaching, and for researchers to use as an analytical tool in research studies.This project is carried out in three currently running studies in which the creation of digital animations when learning different subjects is studied, based on LDS. The chosen subjects are Swedish, Mathematics and Science. The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation from the study without giving a reason. Data has been generated by filming when pupils create digital animations together. In one of the studies the pupils’ talk about their digital animations were also filmed. Thereby, fine-tune details of pupils’ multimodal interaction could be captured and analyzed. Also, pupils’ multimodal texts (writing, drawings, digital animations), teaching material and teachers’ lessons plans were collected. The results also indicate that the highest level of engagement, in terms of negotiating, contributing, making suggestions, and making conscious choices of what signs to use, can be traced to learning activities where digital tools and digital resources were afforded. Thus, this project contributes with valuable knowledge to the field of Nordic educational research by showing how the use of digital tools and digital resources can create conditions for children’s participation, positioning and meaning making in the early years of schooling.
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- Wernholm, Marina, PhD, 1972-, et al.
(författare)
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Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources
- 2023
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 13:6
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Tidskriftsartikel (refereegranskat)abstract
- The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handwritten fairy tales, (ii) drew images, and then, (iii) transformed them into animated multimodal texts using a digital application during three small-group activities. Data comprises video recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. This qualitative case study focuses on one group of three pupils aged 8–9. The study is theoretically grounded in the designs for learning perspective, with the Learning Design Sequence Model utilized as an analytical tool. The teacher’s design for learning—including her planned activities and the resources made available to the pupils—appeared to have a major impact on what happens and what becomes possible for the pupils in their design for learning. The teacher’s design also influenced what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during the small-group activities, which partly could be explained by the different affordances of the resources provided, as well as the teacher’s design. The detailed descriptions of how the pupils’ positioning changed in relation to the teacher’s design for learning and the available resources add valuable knowledge to the field of educational research.
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