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Tell me what you see: Differences in what is discerned when professors and students view the same disciplinary semiotic resource
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Kristianstad University. (Physics Education research, Fysikens didaktik)ORCID iD: 0000-0001-6638-1246
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education research, Fysikens didaktik)
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education research, Fysikens didaktik)
Kristianstad University. (LISMA)
2014 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Traditionally, astronomy and physics have been viewed as difficult subjects to master. The movement from everyday conceptions of the world around us to a disciplinary interpretation is fraught with pitfalls and problems. What characterises a disciplinary insider’s discernment of phenomena in astronomy and how does it compare to the views of newcomers to the field? In this paper we report on a study into what students and professors discern (cf. Eriksson et al, in press) from the same disciplinary semiotic resource and use this to propose an Anatomy of Disciplinary Discernment (ADD) as an overarching characterization of disciplinary learning.

Students and professors in astronomy and physics were asked to describe what they could discern from a simulation video of travel through our Galaxy and beyond (Tully, 2012). In all, 137 people from nine countries participated. The descriptions were analysed using a hermeneutic, constant comparison approach (Seebohm, 2004; Strauss, 1987). Analysis culminated in the formulation of five hierarchically arranged, qualitatively different categories of discernment. This ADD modelling of the data consists of one non-disciplinary category and four levels of disciplinary discernment: Identification, Explanation, Appreciation, and Evaluation. Our analysis demonstrates a clear relationship between educational level and the level of disciplinary discernment.

 

The analytic outcomes of the study suggest that teachers may create more effective learning environments by explicitly crafting their teaching to support the discernment of various aspects of disciplinary semiotic resources in order to facilitate the crossing of boundaries in the ADD model.

Place, publisher, year, edition, pages
2014.
National Category
Didactics Astronomy, Astrophysics and Cosmology
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:uu:diva-234622OAI: oai:DiVA.org:uu-234622DiVA: diva2:757319
Conference
The 5th international 360° conference: Encompassing the Multimodality of Knowledge, May 8-10 2014, Aarhus
Available from: 2014-10-21 Created: 2014-10-21 Last updated: 2016-04-15

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