A social semiotic approach to identifying critical aspects

Fredlund, TobiasUppsala universitet,Fysikundervisningens didaktik,Physics Education Research,Uppsala universitet, Fysikundervisningens didaktik (författare)

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.

Linder, CedricUppsala universitet,Fysikundervisningens didaktik,Physics Education Research,Uppsala universitet, Fysikundervisningens didaktik(Swepub:uu)cedrlind (författare)
Airey, John,1963-Linnéuniversitetet,Institutionen för språk (SPR),Uppsala universitet, Fysikundervisningens didaktik,Fysikundervisningens didaktik,Physics Education Research(Swepub:uu)johai624 (författare)
Uppsala universitetFysikundervisningens didaktik (creator_code:org_t)

Ingår i:International Journal for Lesson and Learning Studies: Emerald Group Publishing Limited4:3, s. 302-3162046-82532046-8261

Av författaren/redakt...: Fredlund, Tobias; Linder, Cedric; Airey, John, 196 ...

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