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Using variation and unpacking to help students decode disciplinary-specific semiotic resources
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Uppsala University, Sweden.ORCID-id: 0000-0003-3244-2586
2018 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

In this presentation I will describe a social semiotic approach (Halliday 1978; van Leeuwen 2005) to the multimodal teaching and learning of a discipline that takes variation theory (Marton & Booth 1997; Runesson 2005) as its theoretical framing. Following Airey and Linder (2017:95) I define social semiotics as “the study of the development and reproduction of specialized systems of meaning making in particular sections of society”

Learning at university level involves coming to understand the ways in which disciplinary-specific semiotic resources can be coordinated to make appropriate disciplinary meanings (Airey & Linder 2009). Nowhere is this more true than in undergraduate physics where a particularly wide range of semiotic resources such as graphs, diagrams, mathematics and language are essential for meaning making.  In order to learn to make these disciplinary meanings, students need to discover the disciplinary affordances(Fredlund et al. 2012, 2014; Airey & Linder 2017) of the semiotic resources used in their discipline. 

Fredlund et al. (2015) propose a three-stage process that lecturers can use to help their students:  

1. Identify the disciplinary relevant aspects needed for a particular task. 

2. Select semiotic resources that showcase these aspects. 

3. Create structured variation within these semiotic resources to help students notice the disciplinary relevant aspects and their relationships to each other.

However, many disciplinary specific semiotic resources have been rationalized to create a kind of disciplinary shorthand(Airey 2009). In such cases the disciplinary relevant aspects needed may no longer be present in resources used, but are rather implied. In such cases the resources will need to be unpacked for students (Fredlund et al. 2014).  Such unpacking increases the pedagogical affordance of semiotic resources but simultaneously decreases their disciplinary affordance. 

Ort, förlag, år, upplaga, sidor
2018.
Nyckelord [en]
Social semiotics, physics, variation, pedagogical affordance, disciplinary affordance
Nationell ämneskategori
Annan fysik Didaktik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-167210OAI: oai:DiVA.org:su-167210DiVA, id: diva2:1298255
Konferens
9th International Conference on Multimodality, University of Southern Denmark, Odense, Denmark, August 15-17, 2018
Projekt
VR-2016-04113
Forskningsfinansiär
Vetenskapsrådet, 2016-04113Tillgänglig från: 2019-03-22 Skapad: 2019-03-22 Senast uppdaterad: 2019-03-27Bibliografiskt granskad

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Airey, John
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Institutionen för matematikämnets och naturvetenskapsämnenas didaktik
Annan fysikDidaktik

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