Disciplinary discourse, representation, and appresentation in the teaching and learning of science
2013 (English)In: European Journal of Mathematics and Science Education, ISSN 2301-251X, Vol. 1, no 2, 43-49 p.Article in journal (Refereed) Published
This article builds on a semiotic perspective of science learning that is framed in terms ofachieving competency in a disciplinary discourse of a science such as physics. The aim of the article is to usethis perspective, and the proposal that learning in a science discipline should be seen in terms of achievingfluency in a critical constellation of modes of representation, to explore how the affordance attributes of theserepresentations work together to generate a collective disciplinary affordance. The idea of a collectivedisciplinary affordance is then used to argue for the importance of appresentation in science education.Recommendations are made for incorporating the discussion into teacher craft-knowledge.
Place, publisher, year, edition, pages
2013. Vol. 1, no 2, 43-49 p.
Other Physics Topics
Research subject Physics with specialization in Physics Education
IdentifiersURN: urn:nbn:se:uu:diva-207236OAI: oai:DiVA.org:uu-207236DiVA: diva2:647225
FunderSwedish Research Council, 2008:5339