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  • 1. Adawi, Tom
    et al.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Physics didactics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    What's Hot and What's Not: A Phenomenographic Study of Lay Adults' Conceptions of Heat and Temperature.2005In: 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus., 2005Conference paper (Refereed)
  • 2.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Domert, Daniel
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Representing disciplinary knowledge? Understanding students' experience of the equations presented to them in physics lectures2006In: EARLI SIG2 Conference, Text and Graphics Representations, University of Nottingham, England, 2006Conference paper (Refereed)
  • 3.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Eriksson, Urban
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Fredlund, Tobias
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    On the Disciplinary Affordances of Semiotic Resources2014Conference paper (Refereed)
    Abstract [en]

    In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.

    In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

  • 4.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Eriksson, Urban
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Fredlund, Tobias
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    The Concept of Disciplinary Affordance2014Conference paper (Refereed)
    Abstract [en]

    Since its introduction by Gibson (1979) the concept of affordance has been discussed at length by a number of researchers. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al (2001) claim that different modes have different specialized affordances.

     

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical educational tool. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the perception of an individual, it focuses on the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by the functions that it is expected to fulfil for the discipline. As such, the question of whether these affordances are inherent or perceived becomes moot. Rather, the issue is what a semiotic resource affords to an individual and whether this matches the disciplinary affordance. The power of the term is that learning can now be framed as coming to perceive the disciplinary affordances of semiotic resources.

     

    In this paper we will discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

     

    References

    Airey, J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala  Retrieved 2009-04-27, from http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33, 657-666.

    Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception (pp. 127-143). Boston: Houghton Miffin.

    Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.

    Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European Journal of Science and Mathematics Education, 1(2), 43-49.

    Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.

     

     

  • 5.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    A Disciplinary Discourse Perspective on University Science Learning: Achieving fluency in a critical constellation of modes2008In: Journal of Research in Science Teaching, ISSN 0022-4308, E-ISSN 1098-2736, Vol. 46, no 1, 27-49 p.Article in journal (Refereed)
    Abstract [en]

    In this theoretical article we use an interpretative study with physics undergraduates to exemplify a proposed characterization of student learning in university science in terms of fluency in disciplinary discourse. Drawing on ideas from a number of different sources in the literature, we characterize what we call “disciplinary discourse” as the complex of representations, tools and activities of a discipline, describing how it can be seen as being made up of various “modes”. For university science, examples of these modes are: spoken and written language, mathematics, gesture, images (including pictures, graphs and diagrams), tools (such as experimental apparatus and measurement equipment) and activities (such as ways of working—both practice and praxis, analytical routines, actions, etc.). Using physics as an illustrative example, we discuss the relationship between the ways of knowing that constitute a discipline and the modes of disciplinary discourse used to represent this knowing. The data comes from stimulated recall interviews where physics undergraduates discuss their learning experiences during lectures. These interviews are used to anecdotally illustrate our proposed characterization of learning and its associated theoretical constructs. Students describe a repetitive practice aspect to their learning, which we suggest is necessary for achieving fluency in the various modes of disciplinary discourse. Here we found instances of discourse imitation, where students are seemingly fluent in one or more modes of disciplinary discourse without having related this to a teacher-intended disciplinary way of knowing. The examples lead to the suggestion that fluency in a critical constellation of modes of disciplinary discourse may be a necessary (though not always sufficient) condition for gaining meaningful holistic access to disciplinary ways of knowing. One implication is that in order to be effective, science teachers need to know which modes are critical for an understanding of the material they wish to teach.

  • 6.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Bilingual Scientific Literacy2011In: Exploring the Landscape of Scientific Literacy / [ed] Cedric Linder, Leif Östman, Douglas Roberts, Per-Olof Wickman, Gaalen Erickson, Allan MacKinnon, New York: Routledge , 2011, 106-124 p.Chapter in book (Other academic)
  • 7.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Bilingual Scientific Literacy2008In: Paper presented at the Beyond Borders of Scientific Literacy: International Perspectives on New Directions for Policy and Practice Symposium at the Canadian Society for the Study of Education Congress Conference, Vancouver, B.C., Canada, May 31 - June 8., 2008Conference paper (Refereed)
  • 8.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Disciplinary learning in a second language: A case study from university physics.2007In: 12th European Conference for Research on Learning and Instruction, Budapest, Hungary, 2007Conference paper (Refereed)
  • 9.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Language and the Experience of Learning University Physics in Sweden2006In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 27, no 3, 553-560 p.Article in journal (Refereed)
    Abstract [en]

    This qualitative study explores the relationship between the lecturing language (English or Swedish) and the related learning experiences of 22 undergraduate physics students at two Swedish universities. Students attended lectures in both English and Swedish as part of their regular undergraduate programme. These lectures were videotaped and students were then interviewed about their learning experiences using selected excerpts of the video in a process of stimulated recall. The study finds that although the students initially report no difference in their experience of learning physics when taught in Swedish or English, there are in fact some important differences which become apparent during stimulated recall. The pedagogical implications of these differences are discussed.

  • 10.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Language, Bandwidth and the Shared Space of Learning2004In: EARLI SIG 9 Conference, Phenomenography and Variation Theory Go to School, Göteborg, Sweden, 2004Conference paper (Other academic)
  • 11.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Languages, Modality and Disciplinary Knowledge.2006In: 2nd International Conference on Integrating Content and Language in Higher Education. University of Maastricht, Maastricht, Netherlands., 2006Conference paper (Refereed)
  • 12.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Learning in a Second Language. Two Case Studies from University Physics.2006In: 2nd International Conference on Integrating Content and Language in Higher Education. University of Maastricht, Maastricht, Netherlands., 2006Conference paper (Refereed)
  • 13.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Learning through English: further insights from a case study in Swedish university physics2008In: Paper presented at the Nätverk och Utveckling 2008 Lärande i en ny tid - samtal om undervisning i högre utbildning Conference, Kalmar, Sweden, 7-9 May., 2008Conference paper (Refereed)
  • 14.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningen didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningen didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Looking for Links between Learning and the Discursive Practices of University Science.2005In: 11th European Conference for Research on Learning and Instruction, Nicosia, Cyprus., 2005Conference paper (Refereed)
  • 15.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Social semiotics in university physics education: Leveraging critical constellations of disciplinary representations2015Conference paper (Refereed)
    Abstract [en]

    Social semiotics is a broad construct where all communication is viewed as being realized through signs and their signification. In physics education we usually refer to these signs as disciplinary representations. These disciplinary representations are the semiotic resources used in physics communication, such as written and oral languages, diagrams, graphs, mathematics, apparatus and simulations. This alternative depiction of representations 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 cooperating to explain the refraction of light, a number of theoretical constructs were developed. In this presentation we describe these constructs and examine their usefulness for problematizing teaching and learning in university physics. The theoretical constructs are: fluency in semiotic resources, disciplinary affordance and critical constellations.

    The conclusion formulates a proposal that has these constructs provide university physics teachers with a new set of meaningfully and practical tools, which will enable them to re-conceptualize their practice in ways that have the distinct potential to optimally enhance student learning.

     

     

    Purpose

    This aim of this theoretical paper is to present representations as semiotic resources in order to make a case for three related constructs that we see as being central to learning with multiple representations in university physics; fluency in semiotic resources, disciplinary affordance and critical constellations. We suggest that an understanding of these constructs is a necessary part of a physics lecturer’s educational toolbox.

     

    Why semiotics?

    The construct of representations as it is presently used in science education can, in our opinion, be unintentionally limiting since it explicitly excludes important aspects such as physical objects, (e.g. physics apparatus) and actions (e.g. measuring a value). Clearly, such aspects play a central role in sharing physics meaning and they are explicitly included as semiotic resources in a social semiotic approach. Van Leeuwen (2005:1) explains the preference for the term semiotic resource instead of other terms such as representation claiming that “[…] it avoids the impression that what a [representation] stands for is somehow pre-given, and not affected by its use”. Thus, the term semiotic resource encompasses other channels of meaning making, as well as everything that is generally termed external representations (Ainsworth, 2006).

     

    Why social semiotics?

    The reason for adopting social semiotics is that different groups develop their own systems of meaning making. This is often achieved either by the creation of new specialized semiotic resources or by assigning specific specialized meaning to more general semiotic resources. Nowhere is this more salient than in physics where the discipline draws on a wide variety of specialized resources in order to share physics knowledge. In our work in undergraduate physics education we have introduced three separate constructs that we believe are important for learning in physics: fluency in semiotic resources, disciplinary affordance and critical constellations.

     

    Fluency in semiotic resources

    The relationship between learning and representations has received much attention in the literature. The focus has often been how students can achieve “representational competence” (For a recent example see Linder et al 2014). In this respect, different semiotic resources have been investigated, including mathematics, graphs, gestures, diagrams and language. Considering just one of these resources, spoken language, it is clear that in order to share meaning using this resource one first needs to attain some sort of fluency in the language in question. We have argued by extension that the same holds for all the semiotic resources that we use in physics (Airey & Linder, 2009). It is impossible to make meaning with a disciplinary semiotic resource without first becoming fluent in its use. By fluency we mean a process through which handling a particular semiotic resource with respect to a given piece of physics content becomes unproblematic, almost second-nature. Thus, in our social semiotic characterization, if a person is said to be fluent in a particular semiotic resource, then they have come to understand the ways in which the discipline generally uses that resource to share physics knowledge. Clearly, such fluency is educationally critical for understanding the ways that students learn to combine semiotic resources, which is the interest of this symposium. However, there is more to learning physics than achieving fluency. For example:

     

    MIT undergraduates, when asked to comment about their high school physics, almost universally declared they could “solve all the problems” (and essentially all had received A's) but still felt they “really didn't understand at all what was going on”. diSessa (1993, p. 152)

     

    Clearly, these students had acquired excellent fluency in disciplinary semiotic resources, yet still lacked a qualitative conceptual understanding.

     

    The disciplinary affordance of semiotic resources

    Thus, we argue that becoming fluent in the use of a particular semiotic resource, though necessary, is not sufficient for an appropriate physics understanding. For an appropriate understanding we argue that students need to come to appreciate the disciplinary affordance of the semiotic resource (Fredlund, Airey, & Linder, 2012; Fredlund, Linder, Airey, & Linder, 2015). We define disciplinary affordance as the potential of a given semiotic resource to provide access to disciplinary knowledge. Thus we argue that combining fluency with an appreciation of the disciplinary affordance of a given semiotic resource leads to appropriate disciplinary meaning making. However, in practice the majority of physics phenomena cannot be adequately represented by one a single semiotic resource. This leads us to the theme of this symposium—the combination of multiple representations.

     

    Critical constellations – the significance of this work for the symposium theme

    The significance of the social semiotic approach we have outlined for work on multiple representations lies in the concept of critical constellations.

    Building on the work of Airey & Linder (2009), Airey (2009) suggests there is a critical constellation of disciplinary semiotic resources that are necessary for appropriate holistic experience of any given disciplinary concept. Using our earlier constructs we can see that students will first need to become fluent in each of the semiotic resources that make up this critical constellation. Next, they need to come to appreciate the disciplinary affordance of each separate semiotic resource. Then, finally, they can attempt to grasp the concept in an appropriate, disciplinary manner. In this respect, Linder (2013) suggests that disciplinary learning entails coming to appreciate the collective disciplinary affordance of a critical constellation of semiotic resources.

     

    Recommendations

    There are a number of consequences of this work for the teaching and learning of physics. First, we claim that teachers need to provide opportunities for their students to achieve fluency in a range of semiotic resources. Next teachers need to know more about the disciplinary affordances of the individual semiotic resources they use in their teaching (see Fredlund et al 2012 for a good example of this type of work).

    Finally, teachers need to contemplate which critical constellations of semiotic resources are necessary for making which physics knowledge available to their students. In this respect physics teachers need to appreciate that knowing their students as learners includes having a deep appreciation of the kinds of critical constellations that their particular students need in order to effectively learn physics

     

    References

    Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.

    Airey, J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala  Retrieved 2009-04-27, from http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A173193&dswid=-4725

    Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49.

    diSessa, A. A. (1993). Toward an Epistemology of Physics. Cognition and Instruction, 10(2 & 3), 105-225.

    Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students sharing knowledge about refraction. European Journal of Physics, 33, 657-666.

    Fredlund, T., Linder, C., Airey, J., & Linder, A. (2015). Unpacking physics representations: towards an appreciation of disciplinary affordance. Phys. Rev. ST Phys. Educ. Res., 10( 020128 (2014)).

    Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science and Technology Education, 18(3). doi: 10.1080/10288457.2014.953294

    Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European Journal of Science and Mathematics Education, 1(2), 43-49.

    van leeuwen, T. (2005). Introducing social semiotics. London: Routledge.

     

  • 16.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. School of Languages and Literature, Linnæus University, Sweden.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Teaching and Learning in University Physics: A Social Semiotic Approach2016Conference paper (Refereed)
    Abstract [en]

    Social semiotics is a broad construct where all communication is viewed as being realized through semiotic resources. In undergraduate physics we use a wide range of these semiotic resources, such as written and oral languages, diagrams, graphs, mathematics, apparatus and simulations. Based on empirical studies of undergraduate physics students a number of theoretical constructs have been developed in our research group (see for example Airey & Linder 2009; Fredlund et al 2012, 2014; Eriksson 2015). In this presentation we describe these constructs and examine their usefulness for problematizing teaching and learning in university physics. The theoretical constructs are: discursive fluency, discourse imitation, unpacking and critical constellations of semiotic resources.

    We suggest that these constructs provide university physics teachers with a new set of practical tools with which to view their own practice in order to enhance student 

    References

    Airey, J. (2006). Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish.   Licentiate Thesis. Uppsala, Sweden: Department of Physics, Uppsala University.,

    Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. Acta Universitatis   Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala  Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Airey, J. (2014) Representations in Undergraduate Physics. Docent lecture, Ångström Laboratory, 9th June 2014 From   http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226598

    Airey, J. & Linder, C. (2015) Social Semiotics in Physics Education: Leveraging critical constellations of disciplinary representations   ESERA 2015 From http://urn.kb.se/resolve?urn=urn%3Anbn%3Ase%3Auu%3Adiva-260209

    Airey, J., & Linder, C. (2009). "A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes." Journal of Research in Science Teaching, 46(1), 27-49.

    Airey, J. & Linder, C. (in press) Social Semiotics in Physics Education : Multiple Representations in Physics Education   Springer

    Airey, J., & Eriksson, U. (2014). A semiotic analysis of the disciplinary affordances of the Hertzsprung-Russell diagram in   astronomy. Paper presented at the The 5th International 360 conference: Encompassing the multimodality of knowledge,   Aarhus, Denmark.

    Airey, J., Eriksson, U., Fredlund, T., and Linder, C. (2014). "The concept of disciplinary affordance"The 5th International 360   conference: Encompassing the multimodality of knowledge. City: Aarhus University: Aarhus, Denmark, pp. 20.

    Eriksson, U. (2015) Reading the Sky: From Starspots to Spotting Stars Uppsala: Acta Universitatis Upsaliensis.

    Eriksson, U., Linder, C., Airey, J., & Redfors, A. (2014). Who needs 3D when the Universe is flat? Science Education, 98(3),   412-442.

    Eriksson, U., Linder, C., Airey, J., & Redfors, A. (2014). Introducing the anatomy of disciplinary discernment: an example from   astronomy. European Journal of Science and Mathematics Education, 2(3), 167‐182.

    Fredlund 2015 Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics. Acta Universitatis Upsaliensis.

    Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an illustrative example from students   sharing knowledge about refraction. European Journal of Physics, 33, 657-666.

    Fredlund, T, Airey, J, & Linder, C. (2015a). Enhancing the possibilities for learning: Variation of disciplinary-relevant aspects in   physics representations. European Journal of Physics.

    Fredlund, T. & Linder, C., & Airey, J. (2015b). Towards addressing transient learning challenges in undergraduate physics: an   example from electrostatics. European Journal of Physics. 36 055002.

    Fredlund, T. & Linder, C., & Airey, J. (2015c). A social semiotic approach to identifying critical aspects. International Journal for   Lesson and Learning Studies 2015 4:3 , 302-316

    Fredlund, T., Linder, C., Airey, J., & Linder, A. (2014). Unpacking physics representations: Towards an appreciation of disciplinary   affordance. Phys. Rev. ST Phys. Educ. Res., 10(020128).

    Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception (pp. 127-143). Boston: Houghton   Miffin.

    Halliday, M. A. K. (1978). Language as a social semiotic. London: Arnold.

    Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European   Journal of Science and Mathematics Education, 1(2), 43-49.

    Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.

    Mavers, D. Glossary of multimodal terms  Retrieved 6 May, 2014, from http://multimodalityglossary.wordpress.com/affordance/

    van Leeuwen, T. (2005). Introducing social semiotics. London: Routledge.

    Wu, H-K, & Puntambekar, S. (2012). Pedagogical Affordances of Multiple External Representations in Scientific Processes. Journal of Science Education and Technology, 21(6), 754-767.

  • 17.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Tvåspråkig ämneskompetens? En studie av naturvetenskaplig parallellspråkighet i svensk högreutbildning.2010In: Språkvård och språkpolitik / [ed] Lars-Gunnar Andersson, Olle Josephson, Inger Lindberg, and Mats Thelander, Stockholm: Språkrådet/Norstedts , 2010, 195-212 p.Chapter in book (Other academic)
  • 18.
    Andersson, Gabriella
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Materials Physics.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Karis, Olof
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Surface and Interface Science.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Aktiverande problemlösningsövningar i grupp.2010In: Att undervisa med vetenskaplig förankring – i praktiken!: Universitetspedagogisk utvecklingskonferens 8 oktober 2009 / [ed] Britt-Inger Johansson, Uppsala: Universitetstryckeriet , 2010, 103-113 p.Chapter in book (Other academic)
  • 19.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Forsman, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    ”Det löser sig under studiernas gång”2010Conference paper (Other academic)
    Abstract [sv]

    Studenters förhållningssätt till högre studier präglas allt mer av identitetsbekräftelse (Schreiner, 2006) och utbildningskon­sumtion (Friis Johannsen, 2007). För många är studierna ett medel för att utveckla eller manifestera en identitet. Schrei­ner (2006) sammanfattar: When young people choose an education or profession, they express at the same time key components of their identity.

    Andelen nybörjarstudenter som tagit civilingenjörsexamen efter fem år halverades från 38% i 1980-talets mitt till 19% vid 2000-talets början. Andelen som tagit examen efter sju år har däremot bara minskat från 60% till 55%. Idag tar alltså nästan lika många studenter en civilingenjörsexamen, men de tar längre tid på sig. Med resultat från olika studier vill vi illustrera hur det förändrade förhållningssättet bidrar till att det tar allt längre tid för civilingenjörsstudenter att nå sin examen. Att finna ett yrke har för många blivit något som ”löser sig under studiernas gång”.

    En enkätstudie för nybörjare på ett civilingenjörsprogram i teknisk fysik visade att 65 % hade som främsta mål att just gå utbildningen. Övriga hade mer långsiktiga mål, som exempelvis yrkesarbete.

    Flera studenter uttrycker en osäkerhet i att välja rätt i det stora utbildningsutbudet med fler än 65 olika civilingenjörs­program och otaliga andra utbildningar att välja på. Ett sätt att hanterar detta utbud är mobilitet mellan utbildningar.

    Analys av studiebanor för en kull på teknisk fysik från 2006 visade att 30 % av studenterna läst vid andra utbildnings-program tidigare och/eller lämnade programmet för att läsa ett annat.

    En intervjustudie visade att många av studenterna ansåg att det inledningsvis var minst lika viktigt att engagera sig i kår, studentliv och annat för att utveckla sig som person. Senare under studietiden kunde man fokusera sig, hitta en inriktning och avsluta studierna.

    Den inriktning som studenterna vill ha finns inte alltid inom civilingenjörsprogrammens struktur. Därför väljer de att bredda sig med andra kurser, exempelvis i ekonomi, språk, juridik och datavetenskap.

    Detta är några faktorer som bidrar till att tiden som studenterna behöver för att nå sin civilingenjörsexamen ökar. Dagens studenter läser allt oftare främst för att ”bli någon” och det är något som ofta tar både längre tid och andra vägar än vad de som planerat utbildningarna förväntat sig.

    Referenser

    Friis Johannsen, B. (2007). Attrition in University Physics. Uppsala University, Uppsala.

    Schreiner, C. (2006) EXPLORING A ROSE-GARDEN Norwegian youth’s orientations towards science – seen as signs of late modern identities. Oslo University, Oslo.

  • 20.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Motives and achievements of first year students in the masters programme in Engineering Physics at Uppsala University2008In: Paper presented at the Engineering Education Development Conference, Royal Institute of Technology, Stockholm, Sweden, 26-27 November., 2008Conference paper (Refereed)
  • 21.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Relations between motives, academic achievement and retention in the first year of a master programme in Engineering Physics.2010In: Contemporary Science Education Research: Learning and Assessment. / [ed] G. Çakmakci & M. F. Tasar, Ankara: Pegem Akademi. , 2010, 123-128 p.Chapter in book (Other academic)
  • 22.
    Andersson, Staffan
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Relations between motives, academic achievement and retention in the first year of a master programme in Engineering Physics2009In: Paper presented at the ESERA (European Science Education Research Association) Conference, Istanbul, Turkey, 31 August - 4 September, 2009Conference paper (Refereed)
  • 23.
    Bossér, Ulrika
    et al.
    Department of Chemistry and Biomedical Science, Linnaeus University.
    Lundin, Mattias
    Department of Education, Linnaeus University.
    Lindahl, Mats
    Dept of Chemistry and Biomedicine, Linnaeus University.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Challenges faced by teachers implementing socio-scientific issues as core elements in their classroom practices2015In: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 3, no 2, 159-176 p.Article in journal (Refereed)
    Abstract [en]

    Teachers may face considerable challenges when implementing socio‐scientific issues (SSI) in their classroom practices, such as incorporating student‐centred teaching practices and exploring knowledge and values in the context of socio-scientific issues. This year‐long study explores teachers’ reflections on the process of developing their classroom practices when implementing SSI. Video‐recorded discussions between two upper secondary school science teachers and an educational researcher, grounded in the teachers’ reflections on their classroom practices, provided data for the analysis. The results show that during the course of the implementation the teachers enhanced their awareness of the importance of promoting students’ participation and supporting their independence as learners. However, the results also suggest a conflict between the enactment of a student‐centred classroom practice and the achievement of intended learning goals. In order to accept the challenge of implementing SSI in the classroom, it is suggested that it is essential for teachers to build strategies, which integrate dialogue about learning goals.

  • 24.
    Bossér, Ulrika
    et al.
    Linnaeus University.
    Lundin, Mattias
    Linnaeus University.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Lindahl, Mats
    Linnaeus University.
    Teachers’ challenges when faced with developing their practice through the integration of SSI (Socio-Scientific Issues).2013Conference paper (Refereed)
  • 25. Buck, Peter
    et al.
    Goedhart, Martin
    Gräber, Wolfgang
    Kaper, Wolter
    Koballa, Tom
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. Fysikundervisningens didaktik. Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Marton, Ference
    Schwedes, Hannelore
    Spiliotopoulou, Vassiliki
    Tsagliotis, Nektarios
    Vogelezang, Michiel
    On the methodology of 'phenomenography' as a science education research tool2003In: Science Education Research in the Knowledge-Based Society, Kluwer Academic Publishers , 2003, 31-41 p.Chapter in book (Other academic)
  • 26. Case, Jennifer
    et al.
    Marshall, Delia
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Being a student again: a narrative study of a teacher's experience2010In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 15, no 4, 423-433 p.Article in journal (Refereed)
    Abstract [en]

    For some time there has been a focus in higher education research towards understanding the student experience of learning. This article presents a narrative analysis of the experience of a teacher who re-entered the learning world of undergraduate students by enrolling in a challenging chemical engineering course. The analysis identifies multiple lenses in the narrative: of student, of researcher, of teacher and of mature student. A personal reflective genre was noted which displayed an overriding emotional tenor, linked both to the emotions associated with the individual experience of struggling with difficult tasks and those arising from negotiating the social interactions of the learning environment. This hermeneutic engagement points to the value in teachers exploring their own learning, as well as new possibilities for critically examining the implications of apparently progressive teaching methodologies.

  • 27.
    Cedric, Linder
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Östman, LeifUppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.Roberts, DouglasWickman, Per-OlofScience Education, Stockholm University.Erickson, GaalenMacKinnon, Allan
    Exploring the Landscape of Scientific Literacy2011Collection (editor) (Refereed)
  • 28.
    Clark, Jonathan
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics.
    Change in Science Teaching: Lessons from a South African Township Classroom2006Book (Refereed)
  • 29. Collier-Reed, Brandon
    et al.
    Case, Jennifer
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    The experience of interacting with technological artefacts2009In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 34, no 4, 295-303 p.Article in journal (Refereed)
  • 30.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Kung, Rebecca
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Female Physics Majors' Experiences of Doing University Laboratory Work.2005In: American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah., 2005Conference paper (Other scientific)
  • 31.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Doing physics/doing gender: The gendered identity formation of physics students in relation to laboratory work.2007In: Gender and Education Association Conference, Dublin, 2007Conference paper (Refereed)
  • 32.
    Danielsson, Anna
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikens didaktik.
    Gendered identities in the physics student laboratory.2006In: The Gender and Science and Technology 12th International Conference, Brighton, England., 2006Conference paper (Refereed)
  • 33.
    Domert, Daniel
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Lippmann Kung, Rebecca
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    An exploration of university physics students' epistemological mindsets towards the understanding of physics equations2007In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 3, no 1, 15-28 p.Article in journal (Refereed)
    Abstract [en]

    Students’ attitudes and beliefs about learning have been shown to affect learning outcomes. Thisstudy explores how university physics students think about what it means to understand physicsequations. The data comes from semi-structured interviews with students from three Swedish univer-sities. The analysis follows a data-based, inductive approach to characterise students’ descriptions ofwhat it means to understand equations in terms of epistemological mindsets (perceived critical attri-butes of a learning, application, or problem-solving situation that are grounded in epistemology). Theresults are given in terms of different components of students’ epistemological mindsets. Relationsbetween individuals and sets of components as well as differences across various stages of students’academic career are then explored. Pedagogical implications of the findings are discussed and tenta-tive suggestions for university physics teaching are made.

  • 34.
    Domert, Daniel
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Probability as a Conceptual Hurdle to Understanding One-Dimensional Quantum Tunneling2005In: American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah, 2005Conference paper (Other scientific)
  • 35.
    Domert, Daniel
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Fysikens didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Fysikens didaktik.
    Ingerman, Åke
    Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunnelling.2005In: European Journal of Physics, Vol. 26, no 1, 47-59 p.Article in journal (Refereed)
  • 36.
    Dominicus, Liselott
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Physics didactics.
    Situating the Scholarship of Teaching and Learning in University Physics.2005In: International Society for the Scholarship of Teaching and Learning Conference, Vancouver, Canada., 2005Conference paper (Refereed)
  • 37.
    Edfors, Inger
    et al.
    Department of Chemistry and Biomedicine, Linnaeus University.
    Wikman, Susanne
    Department of Chemistry and Biomedicine, Linnaeus University.
    Johansson Cederblad, Brita
    Department of Biology and the Environment, Linnaeus University.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    University students' reflections on representations in genetics and stereochemistry revealed by a focus group approach2015In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 2, 169-179 p.Article in journal (Refereed)
    Abstract [en]

    Genetics and organic chemistry are areas of science that students regard as difficult to learn. Part of this difficulty is derived from the disciplines having representations as part of their discourses. In order to optimally support students’ meaning-making, teachers need to use representations to structure the meaning-making experience in thoughtful ways that consider the variation in students’ prior know-ledge. Using a focus group setting, we explored 43 university students’ reasoning on representations in introductory chemistry and genetics courses. Our analysis of eight focus group discussions revealed how students can construct somewhat bewildered relations with disciplinary-specific representa-tions. The students stated that they preferred familiar representations, but without asserting the meaning-making affordances of those representations. Also, the students were highly aware of the affordances of certain representations, but nonetheless chose not to use those representations in their problem solving. We suggest that an effective representation is one that, to some degree, is familiar to the students, but at the same time is challenging and not too closely related to “the usual one”. The focus group discussions led the students to become more aware of their own and others ways of interpreting different representations. Furthermore, feedback from the students’ focus group discus-sions enhanced the teachers’ awareness of the students’ prior knowledge and limitations in students’ representational literacy. Consequently, we posit that a focus group setting can be used in a university context to promote both student meaning-making and teacher professional development in a fruitful way.

  • 38. Enghag, Margareta
    et al.
    Forsman, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    MacKinnon, Alan
    Moons, Ellen
    Using a disciplinary discourse lens to explore how representations afford meaning making in a typical wave physics course2013In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774, Vol. 11, no 3, 625-650 p.Article in journal (Refereed)
    Abstract [en]

    We carried out a case study in a wave physics course at a Swedish university in order to investigate the relations between the representations used in the lessons and the experience of meaning making in interview–discussions. The grounding of these interview–discussions also included obtaining a rich description of the lesson environment in terms of the communicative approaches used and the students’ preferences for modes of representations that best enable meaning making. The background for this grounding was the first two lessons of a 5-week course on wave physics (70 students). The data collection for both the grounding and the principal research questions consisted of video recordings from the first two lessons: a student questionnaire of student preferences for representations (given before and after the course) and video-recorded interview–discussions with students (seven pairs and one on their own). The results characterize the use of communicative approaches, what modes of representation were used in the lectures, and the trend in what representations students’ preferred for meaning making, all in order to illustrate how students engage with these representations with respect to their experienced meaning making. Interesting aspects that emerged from the study are discussed in terms of how representations do not, in themselves, necessarily enable a range of meaning making; that meaning making from representations is critically related to how the representations get situated in the learning environment; and how constellations of modes of disciplinary discourse may be necessary but not always sufficient. Finally, pedagogical comments and further research possibilities are presented.

  • 39.
    Eriksson, Urban
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Who needs 3D when the Universe is flat?2012Conference paper (Refereed)
  • 40.
    Eriksson, Urban
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Kristianstad University College.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Redfors, Andreas
    Kristianstad University.
    Awareness of the three dimensional structure of the Universe.2013Conference paper (Refereed)
  • 41.
    Eriksson, Urban
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Kristianstad University.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Redfors, Andreas
    Kristianstad University.
    Introducing the anatomy of disciplinary discernment: an example from astronomy2014In: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 2, no 3, 167-182 p.Article in journal (Refereed)
    Abstract [en]

    Education is increasingly being framed by a competence mindset; the value of knowledge lies much more in competence performativity and innovation than in simply knowing. Reaching such competency in areas such as astronomy and physics has long been known to be challenging. The movement from everyday conceptions of the world around us to a disciplinary interpretation is fraught with pitfalls and problems. Thus, what underpins the characteristics of the disciplinary trajectory to competence becomes an important educational consideration. In this article we report on a study involving what students and lecturers discern from the same disciplinary semiotic resource. We use this to propose an Anatomy of Disciplinary Discernment (ADD), a hierarchy of what is focused on and how it is interpreted in an appropriate, disciplinary manner, as an overarching fundamental aspect of disciplinary learning. Students and lecturers in astronomy and physics were asked to describe what they could discern from a video simulation of travel through our Galaxy and beyond. In all, 137 people from nine countries participated. The descriptions were analysed using a hermeneutic interpretive study approach. The analysis resulted in the formulation of five qualitatively different categories of discernment; the ADD, reflecting a view of participants’ competence levels. The ADD reveals four increasing levels of disciplinary discernment: Identification, Explanation, Appreciation, and Evaluation. This facilitates the identification of a clear relationship between educational level and the level of disciplinary discernment. The analytical outcomes of the study suggest how teachers of science, after using the ADD to assess the students disciplinary knowledge, may attain new insights into how to create more effective learning environments by explicitly crafting their teaching to support the crossing of boundaries in the ADD model.  

  • 42.
    Eriksson, Urban
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Kristianstad University.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Redfors, Andreas
    Kristianstad University.
    What do teachers of astronomy need to think about?2013Conference paper (Refereed)
    Abstract [en]

    Learning astronomy has exciting prospects for many students; learning about the stars in the

    sky, the planets, galaxies, etc., is often very inspiring and sets the mind on the really big

    aspects of astronomy as a science; the Universe. At the same time, learning astronomy can be

    a challenging endeavor for many students. One of the most difficult things to come to

    understand is how big the Universe is. Despite seeming trivial, size and distances, together

    with the three-dimensional (3D) structure of the Universe, probably present some of the

    biggest challenges in the teaching and learning of astronomy

    (Eriksson, Linder, Airey, &

    Redfors, in preparation; Lelliott & Rollnick, 2010). This is the starting point for every

    astronomy educator. From here, an educationally critical question to ask is: how can we best

    approach the teaching of astronomy to optimize the potential for our students attaining a

    holistic understanding about the nature of the Universe?

    Resent research indicates that to develop students’ understanding about the structure of the

    Universe, computer generated 3D simulations can be used to provide the students with an

    experience that other representations cannot easily provide (Eriksson et al., in preparation;

    Joseph, 2011). These simulations offer disciplinary affordance* through the generation of

    motion parallax for the viewer. Using this background we will present the results of a recent

    investigation that we completed looking at what students’ discern (notice with meaning)

    about the multidimensionality of the Universe. Implications for astronomy education will be

    discussed and exemplified.

    *[T]he inherent potential of [a] representation to provide access to disciplinary knowledge

    (Fredlund, Airey, & Linder, 2012, p. 658)

    Eriksson, U., Linder, C., Airey, J., & Redfors, A. (in preparation). Who needs 3D when the

    Universe is flat?

    Fredlund, T., Airey, J., & Linder, C. (2012). Exploring the role of physics representations: an

    illustrative example from students sharing knowledge about refraction. European

    Journal of Physics, 33(3), 657.

    Joseph, N. M. (2011). Stereoscopic Visualization as a Tool For Learning Astronomy

    Concepts. (Master of Science), Purdue University, Purdue University Press Journals.

    Lelliott, A., & Rollnick, M. (2010). Big Ideas: A review of astronomy education research

    1974--2008. International Journal of Science Education, 32(13), 1771–1799

  • 43.
    Eriksson, Urban
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Kristianstad University College.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Redfors, Andreas
    Kristianstad University.
    Who needs 3D when the Universe is flat?2014In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 98, no 3, 412-442 p.Article in journal (Refereed)
    Abstract [en]

    An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D) simulations in astronomy education, but they have neither addressed what students discern nor the nature of that discernment. A Web-based questionnaire was designed using links to video clips drawn from a simulation video of travel through our galaxy and beyond. The questionnaire was completed by 137 participants from nine countries across a broad span of astronomy education. The descriptions provided by the participants were analyzed using hermeneutics in combination with a constant comparative approach to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that the ability to extrapolate three-dimensionality calls for the creation of meaningful motion parallax experiences.

  • 44.
    Falk, Johan
    et al.
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Linder, Cedric
    Uppsala University, Teknisk-naturvetenskapliga vetenskapsområdet, Physics, Department of Physics. Department of Physics and Materials Science, Physics Didactics. Fysikundervisningen didaktik.
    Towards a Concept Inventory for One-Dimensional Quantum Mechanics2005In: American Association of Physics Teachers Summer Meeting, Salt Lake City, Utah, 2005Conference paper (Other scientific)
  • 45.
    Forsman, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Andersson Chronholm, Jannika
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Disciplinära diskurser i naturvetenskap och matematik.2010In: Att undervisa med vetenskaplig förankring – i praktiken!: Universitetspedagogisk utvecklingskonferens 8 oktober 2009 / [ed] Britt-Inger Johansson, Uppsala: Universitetstryckeriet , 2010, 41-47 p.Chapter in book (Other academic)
  • 46.
    Forsman, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Moll, Rachel
    Fraser, Duncan
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    A new approach to modelling student retention through an application of complexity thinking2014In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174X, Vol. 39, no 1, 68-86 p.Article in journal (Refereed)
    Abstract [en]

    Complexity thinking is relatively new to education research and has rarely been used to examine complex issues in physics and engineering education. Issues in higher education such as student retention have been approached from a multiplicity of perspectives and are recognized as complex. The complex system of student retention modelling in higher education was examined to provide an illustrative account of the application of complexity thinking in educational research. Exemplar data was collected from undergraduate physics and related engineering students studying at a Swedish university. The analysis shows how complexity thinking may open up new ways of viewing and analysing complex educational issues in higher education in terms of nested, interdependent and interconnected systems. Whilst not intended to present new findings, the article does illustrate a possible representation of the system of items related to student retention and how to identify such influential items.

  • 47.
    Forsman, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Mann, Richard P.
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Mathematics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Van den Bogaard, Maartje
    Delft University.
    Sandbox University: Estimating Influence of Institutional Action2014In: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 9, no 7, e103261- p.Article in journal (Refereed)
    Abstract [en]

    The approach presented in this article represents a generalizable and adaptable methodology for identifying complexinteractions in educational systems and for investigating how manipulation of these systems may affect educationaloutcomes of interest. Multilayer Minimum Spanning Tree and Monte-Carlo methods are used. A virtual Sandbox Universityis created in order to facilitate effective identification of successful and stable initiatives within higher education, which canaffect students’ credits and student retention – something that has been lacking up until now. The results highlight theimportance of teacher feedback and teacher-student rapport, which is congruent with current educational findings,illustrating the methodology’s potential to provide a new basis for further empirical studies of issues in higher educationfrom a complex systems perspective.

  • 48.
    Forsman, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Moll, Rachel
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    The Complex Nature of Physics and Engineering Students’ Academic and Social Networks in Higher Education. Poster presented at the National Association for Research in Science Teaching, NARST, Annual International Conference, Orlando, Florida, 3-6 April.2011Other (Other academic)
  • 49.
    Forsman, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Moll, Rachel
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Extending the theoretical framing for physics education research: An illustrative application of complexity science2014In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 10, 020122- p.Article in journal (Refereed)
    Abstract [en]

    The viability of using complexity science in physics education research (PER) is exemplified by(1) situating central tenets of student persistence research in complexity science and (2) drawing on themethods that become available from this to illustrate analyzing the structural aspects of students’ networkedinteractions as an important dynamic in student persistence. By drawing on the most cited characterizationsof student persistence, we theorize that university environments are made up of social and academicsystems, which PER work on student persistence has largely ignored. These systems are interpreted asbeing constituted from rules of interaction that affect the structural aspects of students’ social and academicnetwork interactions from a complexity science perspective. To illustrate this empirically, an exploration ofthe nature of the social and academic networks of university-level physics students is undertaken. This isdone by combining complexity science with social network analysis to characterize structural similaritiesand differences of the social and academic networks of students in two courses. It is posited that framing asocial network analysis within a complexity science perspective offers a new and powerful applicabilityacross a broad range of PER topics.

  • 50.
    Forsman, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Moll, Rachel
    LInder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Grade achievement as a function of social and academic relations in the University Physics ContextManuscript (preprint) (Other academic)
    Abstract [en]

    A complexity perspective is used to differentiate between the social network that student develop, which is made up of the social ties constituted between students within a given course, and the academic network, which in turn is made up of academic ties constituted between students within a given course. This differentiation is introduced because, up until now, research in the field has only investigated connections between undifferentiated network ties and students’ academic success. As a start to dealing with this issue, the study explores what network structures emerge from students' interactions with each other within their courses, in particular the social and academic networks that they create.  Network analysis is used to examine students’ structural position in these networks in relation to student’s grade achievement on two courses in physics and related engineering degree programmes in Sweden.  The remaining data consists of a network survey conducted at a highly regarded traditional Swedish university.  The analysis indicates that while the participating physics and engineering student (n1= 64, n2= 68) socialized and studied together to a large degree, their positions in their social and academic networks were related to grade achievement in different ways.

123 1 - 50 of 118
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