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Demonstrating The Role Of Transduction In The Teaching And Learning Of Science: The Case Of Students Learning About Magnetic Field
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. University of the Western Cape, South Africa. (Physics Education Research)ORCID iD: 0000-0002-9866-9065
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Mathematics and Science Education, Stockholm University, Sweden.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: 0000-0002-9185-628X
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. University of the Western Cape, South Africa.ORCID iD: 0000-0001-6409-5182
2019 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In this study we video-filmed upper-secondary physics students working with a laboratory task designed to help them learn about the Earth’s magnetic field. Students worked in pairs with a hand-held magnetometer to determine the direction of the Earth’s magnetic field. As the magnetometer is moved, the x, y and z components of the Earth’s magnetic field are displayed on a computer screen. The students were simply instructed to find the direction of the Earth’s magnetic field and mark this direction using a red paper arrow. A full multimodal transcription of the student interaction was made. In our analysis the central role of transduction (defined as the movement of semiotic material from one mode or semiotic system to another) became clear. Three separate transductions of meaning were identified. The first—transduction of the meaning potential in the room to the computer screen by themagnetometer—allowed students to interact with the invisible magnetic field. Then, as the students worked together, their coordination of resources was transducted to the red paper arrow. This allowed the students to display the results of their work in a persistent representation. The arrow then functioned as a coordinating hub for the final discussion, which resulted in transductionof meaning into student gestures. We suggest that this final transduction offers the possibility for teachers to check student learning. In conclusion, we recommend that teachers should think carefully about the resources provided in a task and the transductions that are expected to occur. The selection of a persistent resource as a coordinating hub may be useful. We also suggest that teachers should look for student transductions in their classrooms as confirmation that learning is taking place. In our analysis, when teachers noticed such transductions this often led to fruitful teacher/student discussions about the phenomenon at hand.

Place, publisher, year, edition, pages
Bologna, Italy: ESERA, 2019.
Keywords [en]
physics, representations, physics devices, laboratory work in science, transduction
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-355413OAI: oai:DiVA.org:uu-355413DiVA, id: diva2:1356588
Conference
The 13th European Science Education Research Association, 26-30 August, 2019, Bologna, Italy
Funder
Swedish Research Council, 2016-04113Available from: 2019-10-01 Created: 2019-10-01 Last updated: 2019-10-15Bibliographically approved

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Volkwyn et al ESERA2019(1453 kB)6 downloads
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Type fulltextMimetype application/pdf

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