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Disciplinary discourse, representation, and appresentation in the teaching and learning of science
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education Research, Fysikens didaktik)
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
Abstract [en]

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.
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-207236OAI: oai:DiVA.org:uu-207236DiVA: diva2:647225
Funder
Swedish Research Council, 2008:5339
Available from: 2013-09-10 Created: 2013-09-10 Last updated: 2017-01-25Bibliographically approved

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fulltext(591 kB)169 downloads
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Type fulltextMimetype application/pdf

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Linder, Cedric

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • en-US
  • fi-FI
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  • nn-NB
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Output format
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