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Multimodal Science and Engineering Teaching: Perspectives from 8ICOM
Uppsala universitet, Teknisk-naturvetenskapliga vetenskapsområdet, Fysiska sektionen, Institutionen för fysik och astronomi, Fysikundervisningens didaktik. Department of Mathematics and Science Education, Stockholm University. (Physics Education Research)ORCID-id: 0000-0003-3244-2586
University of Johannesburg.
2018 (Engelska)Ingår i: 9ICOM - Complete Book Of Abstracts, Odense, Denmark.: Syddansk Universitet, 2018Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

Multimodal Science and Engineering Teaching: Perspectives from 8ICOM

The previous international conference on multimodality – 8ICOM – featured two sessions devoted to multimodal, social semiotic approaches to science teaching and learning (c.f. Halliday1978; van Leeuwen 2005, Airey & Linder 2017). What the papers in these sessions shared was the argument that such perspectives on science, and science teaching, can, at least in part, respond to calls to ‘democratize’ science education by recognising diverse sets of semiotic resources and, in so doing, seeking to address impediments to equal participation (Burke et al., 2017). 

The 8ICOM science sessions were particularly noteworthy given the backdrop against which 8ICOM had been organised. In the months leading up to the conference, South Africa (and Cape Town, in particular) had experienced campus unrest aimed at ‘decolonizing’ higher education in that country. As part of this movement, the phrase #ScienceMustFall briefly trended on social media. This emanated from the claim that ‘science’ is a western, colonial construct that needs to be dismantled and replaced with the teaching of indigenous, African knowledge. Although the #ScienceMustFall slogan has since departed from the wider public consciousness, the questions it raises nonetheless remain: why, and how, should science be taught?  Is science more than just a western colonial construction and, if so, why? And, what can the concept of multimodality offer by way of answering these questions? 

In this paper, we offer an overview of the multimodal science papers presented in the two sessions at 8ICOM in the light of these questions. This is done with a view to assessing where the multimodality community finds itself regarding science education, and how it might address questions of the legitimacy of western science in the future. It is thus an attempt, as the conference theme suggests, to ‘move the theory forward’.      

References

Airey, J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. ActaUniversitatis  Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala, Sweden.:   http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A173193&dswid=-4725.

Airey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden.AILAReview, 25(2012), 64–79.

Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology Education, 20(2), 157-173.

Lindstrøm, C. (2011) Analysing Knowledge and Teaching Practices in Physics. Presentation 21 November 2011. Department of   Physicsand Astronomy Uppsala University, Sweden.

Martin, J. R. (2011). Bridgingtroubled waters: Interdisciplinarityand what makes it stick, in F. Christie and K. Maton, (eds.),   Disciplinarity. London: Continuum International Publishing, pp. 35-61.

Volkwyn, T., Airey, J., Gregorčič, B., & Heijkenskjöld, F. (in press). Learning Science through Transduction: Multimodal disciplinary   meaning-making in the physics laboratory. Designs for Learning.

Ort, förlag, år, upplaga, sidor
Odense, Denmark.: Syddansk Universitet, 2018.
Nyckelord [en]
Science, colonialism, science as modelling, multimodality
Nationell ämneskategori
Annan fysik Didaktik
Forskningsämne
Fysik med inriktning mot fysikens didaktik
Identifikatorer
URN: urn:nbn:se:uu:diva-364423OAI: oai:DiVA.org:uu-364423DiVA, id: diva2:1259000
Konferens
9th International Conference on Multimodality,University of Southern Denmark, August 15-17, 2018
Forskningsfinansiär
Vetenskapsrådet, 2016-04113Tillgänglig från: 2018-10-26 Skapad: 2018-10-26 Senast uppdaterad: 2018-11-02Bibliografiskt granskad

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