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Science students' noticing of appropriate frames
Universitetet i Oslo.
Universitetet i Oslo.
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this theoretical paper we draw on two constructs that we argue are related to the appropriate interpretation of many representations in science education: frames and structures of awareness. By representations is meant, for example, images, diagrams and models. The idea of frames is taken from social semiotics and the idea of structures of awareness is taken from the variation theory of learning. Using both an everyday example and examples from science education we make the argument that students need to become explicitly aware of tacitly held structures of awareness that frame their interpretation of representations. A task for science educators would be to investigate the possibility to produce representations that could aid students in this work.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Conversation/discourse analysis, literacy, misconceptions, science education
National Category
Didactics
Identifiers
URN: urn:nbn:se:hig:diva-30699OAI: oai:DiVA.org:hig-30699DiVA, id: diva2:1355000
Conference
EARLI (European Association for Research on Learning and Instruction) 2019, 12-16 August, Aachen, Germany
Funder
The Research Council of Norway, 249872Available from: 2019-09-26 Created: 2019-09-26 Last updated: 2019-09-30Bibliographically approved

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Fredlund, Tobiasd

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf