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Hot vision: Affordances of infrared cameras in investigating thermal phenomena
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
Karlstads universitet.ORCID iD: 0000-0003-4997-2938
2019 (English)In: Designs for Learning, ISSN 1654-7608, Vol. 11, no 1, p. 1-15Article in journal (Refereed) Published
Abstract [en]

Lab activities typically involve phenomena that are invisible to the naked eye. For example, in thermodynamics transfer of heat and temperature changes are perceived by the sense of touch or indirectly observed by the use of thermometers. New tools can be introduced to increase the opportunities for talking science. In this paper, we explore affordances and semiotic resources related to infrared (IR) cameras, including color imaging, numerical values and the form of the tool itself, as used by undergraduate students and instructors in chemistry, representing a scientific community at two different levels of expertise, in investigation of a thermal phenomenon. The participants come to attend to thermal aspects of what happens when a salt (sodium hydroxide) is exposed to air, with and without the use of IR cameras. Video data were gathered and transcribed multimodally. Results show that the IR cameras afford a focus on the disciplinarily relevant thermal aspects of the phenomenon in both groups of participants, but that the students’ discussion, coordinated by their embodied engagement with the IR cameras, was limited to cumulative talk, where they do not challenge each other, and static use of the technology. This is contrasted with the instructors who shared their knowledge with each other and explored the phenomenon both spatially with the IR cameras, and verbally through exploratory talk. We suggest that this difference in the use of novel technology may be due to differences in experience of lab work and understanding of the studied phenomena, and that a shift between cumulative and exploratory talk may be an indicator of learning.

Place, publisher, year, edition, pages
Stockholm, 2019. Vol. 11, no 1, p. 1-15
Keywords [en]
IR cameras, multimodality, social semiotics, physics education research, chemistry education research, laboratory practice
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-383971DOI: 10.16993/dfl.94OAI: oai:DiVA.org:uu-383971DiVA, id: diva2:1318225
Funder
Swedish Research Council, VR 2016-04113
Note

Part of a special issue on multimodality and science education

Available from: 2019-05-27 Created: 2019-05-27 Last updated: 2019-06-10Bibliographically approved

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fulltext(1838 kB)40 downloads
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Publisher's full texthttps://www.designsforlearning.nu/articles/10.16993/dfl.94/

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