Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Investigating Undergraduate Physics Lecturers’ Disciplinary Literacy Goals For Their Students
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Uppsala University, Sweden.ORCID-id: 0000-0003-3244-2586
2017 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

In this presentation we use the concept of disciplinary literacy (Airey, 2011a; 2013) to analyse the expressed learning goals of university physics lecturers for their students. We define disciplinary literacy in terms of learning to control a particular set of multimodal communicative practices. We believe it is important to document the expressed intentions of lecturers in this way, since it has previously been suggested that the development of such disciplinary literacy may be seen as one of the primary goals of university studies (Airey, 2011a).

The main data set used in this presentation comes from a comparative study of 30 physics lecturers from Sweden and South Africa. (Airey, 2012, 2013; Linder et al, 2014). Semi-structured interviews were carried out using a disciplinary literacy discussion matrix (Airey, 2011b), which enabled us to probe the lecturers’ disciplinary literacy goals in the various semiotic resource systems used in undergraduate physics (e.g. graphs, diagrams, mathematics, spoken and written languages, etc.).

The findings suggest that physics lecturers in both countries have strikingly similar disciplinary literacy goals for their students and hold similar beliefs about disciplinary semiotic resources. The lecturers also agree that teaching disciplinary literacy ought not to be their job. Here though, there were differences in whether the lecturers teach students to handle disciplinary-specific semiotic resources. These differences appear to be based on individual decisions, rather than being specific to a particular country or institution.

Ort, förlag, år, upplaga, sidor
2017.
Nyckelord [en]
Disciplinary Literacy, Undergraduate physics
Nationell ämneskategori
Annan fysik Didaktik
Forskningsämne
Fysik med inriktning mot elementarpartikelfysik
Identifikatorer
URN: urn:nbn:se:su:diva-167213OAI: oai:DiVA.org:su-167213DiVA, id: diva2:1298252
Konferens
12th Conference of the European Science Education Research Association (ESERA 2017), Dublin, Ireland, 21-25 August, 2017
Projekt
VR projekt 2015-01891Tillgänglig från: 2019-03-22 Skapad: 2019-03-22 Senast uppdaterad: 2019-03-27Bibliografiskt granskad

Open Access i DiVA

fulltext(781 kB)3 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 781 kBChecksumma SHA-512
6a275655a5ebbca9f94f55172baf643094f4d7a406423b25bc7ffea44e1f748ab889eec86226a55353f3b2b8901bac23a76ce832457df6fc7d101c8102b7a3de
Typ fulltextMimetyp application/pdf

Sök vidare i DiVA

Av författaren/redaktören
Airey, JohnLarsson, JohannaLinder, Anne
Av organisationen
Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Annan fysikDidaktik

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 3 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

urn-nbn

Altmetricpoäng

urn-nbn
Totalt: 163 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf