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Two central aspects of sign-making for the learning of science: differentiation and integration
Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo, Norge.
2017 (Engelska)Konferensbidrag, Poster (med eller utan abstract) (Övrigt vetenskapligt)
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
2017.
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hig:diva-28410OAI: oai:DiVA.org:hig-28410DiVA, id: diva2:1260894
Konferens
ESERA 2017 Conference; Dublin, Ireland; 21-25 August 2017
Tillgänglig från: 2018-11-05 Skapad: 2018-11-05 Senast uppdaterad: 2018-11-05Bibliografiskt granskad

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