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Teaching and Learning in University Physics: A Social Semiotic Approach
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. School of Languages and Literature, Linnæus University, Sweden. (Physics Education Research)ORCID iD: 0000-0003-3244-2586
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education Research)ORCID iD: 0000-0001-6409-5182
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Social semiotics is a broad construct where all communication is viewed as being realized through semiotic resources. In undergraduate physics we use a wide range of these semiotic resources, such as written and oral languages, diagrams, graphs, mathematics, apparatus and simulations. Based on empirical studies of undergraduate physics students a number of theoretical constructs have been developed in our research group (see for example Airey & Linder 2009; Fredlund et al 2012, 2014; Eriksson 2015). In this presentation we describe these constructs and examine their usefulness for problematizing teaching and learning in university physics. The theoretical constructs are: discursive fluency, discourse imitation, unpacking and critical constellations of semiotic resources.

We suggest that these constructs provide university physics teachers with a new set of practical tools with which to view their own practice in order to enhance student 

References

Airey, J. (2006). Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish.   Licentiate Thesis. Uppsala, Sweden: Department of Physics, Uppsala University.,

Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis   Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala  Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

Airey, J. (2014) Representations in Undergraduate Physics. Docent lecture, Ångström Laboratory, 9th June 2014 From   http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226598

Airey, J. & Linder, C. (2015) Social Semiotics in Physics Education: Leveraging critical constellations of disciplinary representations   ESERA 2015 From http://urn.kb.se/resolve?urn=urn%3Anbn%3Ase%3Auu%3Adiva-260209

Airey, J., & Linder, C. (2009). "A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes." Journal of Research in Science Teaching, 46(1), 27-49.

Airey, J. & Linder, C. (in press) Social Semiotics in Physics Education : Multiple Representations in Physics Education   Springer

Airey, J., & Eriksson, U. (2014). A semiotic analysis of the disciplinary affordances of the Hertzsprung-Russell diagram in   astronomy. Paper presented at the The 5th International 360 conference: Encompassing the multimodality of knowledge,   Aarhus, Denmark.

Airey, J., Eriksson, U., Fredlund, T., and Linder, C. (2014). "The concept of disciplinary affordance"The 5th International 360   conference: Encompassing the multimodality of knowledge. City: Aarhus University: Aarhus, Denmark, pp. 20.

Eriksson, U. (2015) Reading the Sky: From Starspots to Spotting Stars Uppsala: Acta Universitatis Upsaliensis.

Eriksson, U., Linder, C., Airey, J., & Redfors, A. (2014). Who needs 3D when the Universe is flat? Science Education, 98(3),   412-442.

Eriksson, U., Linder, C., Airey, J., & Redfors, A. (2014). Introducing the anatomy of disciplinary discernment: an example from   astronomy. European Journal of Science and Mathematics Education, 2(3), 167‐182.

Fredlund 2015 Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics. Acta Universitatis Upsaliensis.

Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students   sharing knowledge about refraction. European Journal of Physics, 33, 657-666.

Fredlund, T, Airey, J, & Linder, C. (2015a). Enhancing the possibilities for learning: Variation of disciplinary-relevant aspects in   physics representations. European Journal of Physics.

Fredlund, T. & Linder, C., & Airey, J. (2015b). Towards addressing transient learning challenges in undergraduate physics: an   example from electrostatics. European Journal of Physics. 36 055002.

Fredlund, T. & Linder, C., & Airey, J. (2015c). A social semiotic approach to identifying critical aspects. International Journal for   Lesson and Learning Studies 2015 4:3 , 302-316

Fredlund, T., Linder, C., Airey, J., & Linder, A. (2014). Unpacking physics representations: Towards an appreciation of disciplinary   affordance. Phys. Rev. ST Phys. Educ. Res., 10(020128).

Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception (pp. 127-143). Boston: Houghton   Miffin.

Halliday, M. A. K. (1978). Language as a social semiotic. London: Arnold.

Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European   Journal of Science and Mathematics Education, 1(2), 43-49.

Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.

Mavers, D. Glossary of multimodal terms  Retrieved 6 May, 2014, from http://multimodalityglossary.wordpress.com/affordance/

van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.

Wu, H-K, & Puntambekar, S. (2012). Pedagogical Affordances of Multiple External Representations in Scientific Processes. Journal of Science Education and Technology, 21(6), 754-767.

Place, publisher, year, edition, pages
2016.
Keywords [en]
Social Semiotics, critical constellations, multiple representations, physics, Higher education, Undergraduate physics
National Category
Other Physics Topics Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-316381OAI: oai:DiVA.org:uu-316381DiVA, id: diva2:1077728
Conference
The 8th International Conference on Multimodality (8ICOM, 6-9 Dec 2016, University of Cape Town, Cape Town, South Africa
Available from: 2017-02-28 Created: 2017-02-28 Last updated: 2017-03-06Bibliographically approved

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