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A Social Semiotic Approach to Teaching and Learning Science
Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik. Uppsala University, Sweden.ORCID-id: 0000-0003-3244-2586
2018 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
Abstract [en]

In this presentation I will discuss the application of social semiotics to the teaching and learning of university science. Science disciplines leverage a wide range of semiotic resources such as graphs, diagrams, mathematical representations, hands on work with apparatus, language, gestures etc. In my work I study how students learn to integrate these resources to do physics and what teachers can do to help them in this process. Over the years, a number of theoretical constructs have been developed within the Physics Education Research Group in Uppsala to help us to better understand the different roles semiotic resources play in learning university physics. In this presentation I will explain some of these terms and give examples of their usefulness for teasing out how learning is taking place.

sted, utgiver, år, opplag, sider
2018.
Emneord [en]
Social Semiotics, Disciplinary affordance, Pedagogical affordance, Critical constellations, Disciplinary discernment
HSV kategori
Forskningsprogram
Fysik med inriktning mot fysikens didaktik
Identifikatorer
URN: urn:nbn:se:su:diva-167200OAI: oai:DiVA.org:su-167200DiVA, id: diva2:1298266
Konferanse
FoU-dagen (Research Day), Department of Mathematics and Science Education, Stockholm University, Stockholm Sweden, 13 June, 2018
Forskningsfinansiär
Swedish Research Council, VR 2016-04113
Merknad

Plenary speaker.

Tilgjengelig fra: 2019-03-22 Laget: 2019-03-22 Sist oppdatert: 2019-03-27bibliografisk kontrollert

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