Social semiotics in university physics education : Leveraging critical constellations of disciplinary representations

• 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.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

NATURVETENSKAP  -- Fysik -- Annan fysik (hsv//swe)

NATURAL SCIENCES  -- Physical Sciences -- Other Physics Topics (hsv//eng)

Keyword

Physics

Higher education

semiotic resources

disciplinary affordance

critical constellations

variation

disciplinary relevant aspects

representations

Science Education

Naturvetenskap med utbildningsvetenskaplig inriktning

Publication and Content Type

ref (subject category)

kon (subject category)