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Unpacking physics representations: Towards an appreciation of disciplinary affordance
Uppsala universitet, Fysikundervisningens didaktik.
Uppsala universitet, Fysikundervisningens didaktik.
Uppsala universitet, Fysikundervisningens didaktik.
Uppsala universitet, Fysikundervisningens didaktik.
2014 (Engelska)Ingår i: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 10, nr 2, artikel-id 020129Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This theoretical article problematizes the access to disciplinary knowledge that different physics representations have the possibility to provide; that is, their disciplinary affordances. It is argued that historically such access has become increasingly constrained for students as physics representations have been rationalized over time. Thus, the case is made that such rationalized representations, while powerful for communication from a disciplinary point of view, manifest as learning challenges for students. The proposal is illustrated using a vignette from a student discussion in the physics laboratory about circuit connections for an experimental investigation of the charging and discharging of a capacitor. It is concluded that in order for students to come to appreciate the disciplinary affordances of representations, more attention needs to be paid to their “unpacking.” Building on this conclusion, two questions are proposed that teachers can ask themselves in order to begin to unpack the representations that they use in their teaching. The paper ends by proposing directions for future research in this area.

Ort, förlag, år, upplaga, sidor
American Physical Society, 2014. Vol. 10, nr 2, artikel-id 020129
Nyckelord [en]
Physics representations, disciplinary affordance, representational fluency, unpacking
Nationell ämneskategori
Annan fysik Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hig:diva-28922DOI: 10.1103/PhysRevSTPER.10.020129OAI: oai:DiVA.org:hig-28922DiVA, id: diva2:1272920
Forskningsfinansiär
Vetenskapsrådet
Anmärkning

Erratum published in Physical Review Physics Education Research 15, 019901 (2019) https://doi.org/10.1103/PhysRevPhysEducRes.15.019901

Tillgänglig från: 2018-12-20 Skapad: 2018-12-20 Senast uppdaterad: 2019-04-30Bibliografiskt granskad
Ingår i avhandling
1. Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics
Öppna denna publikation i ny flik eller fönster >>Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics
2015 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices.

The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning.

Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning.

The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics. 

Ort, förlag, år, upplaga, sidor
Uppsala: Acta Universitatis Upsaliensis, 2015. s. 178
Nyckelord
Social semiotics, semiotic resources, physics education research, interactive engagement, disciplinary affordance, disciplinary-relevant aspects, patterns of disciplinary-relevant aspects, the Variation Theory of Learning
Nationell ämneskategori
Annan fysik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
urn:nbn:se:hig:diva-28835 (URN)978-91-554-9210-6 (ISBN)
Disputation
2015-05-13, 10132, Lägerhyddsvägen 1, Uppsala, 09:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2018-12-17 Skapad: 2018-12-17 Senast uppdaterad: 2018-12-20Bibliografiskt granskad

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