Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics
2015 (English)In: SACF Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in Higher Education (STINT) , 2015, 103- p.Conference paper, Abstract (Other academic)
Social semiotics is a broad construct where all communication in a particular social group is viewed as being realized by the use of semiotic resources. In social semiotics the particular meaning assigned to these semiotic resources is negotiated within the group itself and has often developed over an extended period of time. In the discipline of physics, examples of such semiotic resources are; graphs, diagrams, mathematics, language, etc.
In this presentation, social semiotics is used to build theory with respect to the construction and sharing of disciplinary knowledge in the teaching and learning of university physics. Based on empirical studies of physics students, a number of theoretical constructs have been developed in our research group. These constructs are: disciplinary affordance, disciplinary discourse, discursive fluency, discourse imitation and critical constellations. I will present these constructs and examine their usefulness for problematizing teaching and learning with multiple representations in higher education.
Place, publisher, year, edition, pages
Swedish Foundation for International Cooperation in Research in Higher Education (STINT) , 2015. 103- p.
Higher education, social semiotics, multimodality, pedagogical affordance, disciplinary affordance, undergraduate physics, multiple representations, critical constellations
Didactics Other Physics Topics
Research subject Physics with specialization in Physics Education
IdentifiersURN: urn:nbn:se:uu:diva-266049OAI: oai:DiVA.org:uu-266049DiVA: diva2:867422
Concorde Hotel/ National Institute of Education,Singapore, 3-5 November 2015
FunderThe Swedish Foundation for International Cooperation in Research and Higher Education (STINT)