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Learning and Sharing Disciplinary Knowledge: The Role of Representations
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Uppsala University, Sweden.ORCID-id: 0000-0003-3244-2586
2017 (engelsk)Konferansepaper, Oral presentation with published abstract (Annet vitenskapelig)
Abstract [en]

In recent years there has been a large amount of interest in the roles that different representations (graphs, algebra, diagrams, sketches, physical models, gesture, etc.) play in student learning. In the literature two distinct but interrelated ways of thinking about such representations can be identified. The first tradition draws on the principles of constructivism emphasizing that students need to build knowledge for themselves. Here students are encouraged to create their own representations by working with materials of various kinds and it is in this hands-on representational process that students come to develop their understanding.

The second tradition holds that there are a number of paradigmatic ways of representing disciplinary knowledge that have been created and refined over time. These paradigmatic disciplinary representations need to be mastered in order for students to be able to both understand and effectively communicate knowledge within a given discipline.

In this session I would like to open up a discussion about how these two ways of viewing representations might be brought together. To do this I will first present some of the theoretical and empirical work we have been doing in Sweden over the last fifteen years. In particular there are three concepts that I would like to introduce for our discussion: critical constellations of representations, the disciplinary affordance of representations and the pedagogical affordance of representations.

sted, utgiver, år, opplag, sider
2017.
Emneord [en]
Representations, Critical constellations, Disciplinary affordance, Pedagogical Affordance
HSV kategori
Forskningsprogram
Fysik med inriktning mot fysikens didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-167206OAI: oai:DiVA.org:su-167206DiVA, id: diva2:1298260
Konferanse
REDI seminar series, Deakin University, Victoria, Australia, 1 December, 2017
Tilgjengelig fra: 2019-03-22 Laget: 2019-03-22 Sist oppdatert: 2019-03-27bibliografisk kontrollert

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