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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.

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    Airey et al 2014
  • 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.

     

     

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    fulltext
  • 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, p. 27-49Article 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.

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    FULLTEXT01
  • 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, p. 106-124Chapter 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 and Astronomy. Kalmar University College.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Bilingual Scientific Literacy?: The Use of English in Swedish University Science Courses2008In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 7, no 3, p. 145-161Article in journal (Refereed)
    Abstract [en]

    A direct consequence of the Bologna declaration on harmonisation of Europeaneducation has been an increase in the number of courses taught in English at Swedishuniversities. A worrying aspect of this development is the lack of research into the effectson disciplinary learning that may be related to changing the teaching language to Englishin this way. In fact, little is known at all about the complex inter-relationship betweenlanguage and learning. In this article we attempt to map out the types of parameters thatour research indicates would determine an appropriate language mix in one section ofSwedish higher education—natural science degree courses. We do this from theperspective of the overall goal of science education, which we suggest is the productionof scientifically literate graduates. Here we introduce a new term, bilingual scientificliteracy to describe the particular set of language-specific science skills that we hope tofoster within a given degree course. As an illustration of our constructs, we carry out asimple language audit of thirty Swedish undergraduate physics syllabuses, listing thetypes of input provided for students and the types of production expected from students inboth languages. We use this information to map out an ‘implied student’ for the courseswith respect to bilingual scientific literacy. The article finishes by identifying issues forfurther research in this area.

    Download full text (pdf)
    fulltext
  • 9.
    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)
  • 10.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Department of Human Sciences, University of Kalmar.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Department of Physics, University of the Western Cape, Cape Town, South Africa..
    Disciplinary learning in a second language: A case study from university physics2007In: Researching Content and Language Integration in Higher Education / [ed] Wilkinson, Robert and Zegers, Vera, Maastricht: Maastricht University Language Centre , 2007, p. 161-171Chapter in book (Refereed)
    Abstract [en]

    There is a popular movement within Swedish universities and university colleges towards delivery of courses and degree programmes through the medium of English. This is particularly true in natural science, engineering and medicine where such teaching has been commonplace for some time. However, the rationale for using English as the language of instruction appears to be more a pragmatic response to outside pressures rather than a conscious educational decision. This situation has recently been challenged with the publication of the report of the Parliamentary Committee for the Swedish Language, Mål i Mun, which discusses the effects of so called domain losses to English.

     

    This paper gives an overview of the continuing debate surrounding teaching through the medium of English, and examines some of the research carried out in this area. In contrast to the wealth of studies carried out in the pre-university school world, very few studies have been identified at university level. One conclusion is that little appears to be known about what goes on when Swedish university students are taught in English by Swedish lecturers. The paper concludes by suggesting a number of research questions that need to be addressed in order to better understand this area. This paper will be of interest to anyone who teaches, or plans to teach, university subjects through the medium of English.

    Download full text (pdf)
    fulltext
  • 11.
    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, p. 553-560Article 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.

    Download full text (pdf)
    fulltext
  • 12.
    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)
  • 13.
    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)
  • 14.
    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)
  • 15.
    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)
  • 16.
    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)
  • 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.
    Social Semiotics in University Physics Education2017In: Multiple Representations in Physics Education / [ed] Treagust, Duit and Fischer, Cham: Springer, 2017, p. 95-122Chapter in book (Refereed)
    Abstract [en]

    In this chapter we discuss the application of social semiotics (Halliday 1978; van Leeuwen 2005) in the teaching and learning of university physics. For our purposes we define social semiotics as the study of the development and reproduction of spe- cialized systems of meaning making in particular sections of society. In our work we have used social semiotics as a lens to understand teaching and learning in undergraduate physics. There are many similarities between our social semiotic approach and the other representational work presented in the chapters of this vol- ume. The fundamental aim of this chapter is to introduce the supplementary and complementary aspects that a social semiotic perspective offers physics education and research in the area. Thus, in what follows, we describe our motivations for adopting a social semiotic approach and map out the similarities and differences to the extant body of work on multiple representations in physics education research. We then present a number of theoretical constructs that we have developed in our research group, and discuss their usefulness for understanding the processes of teaching and learning in undergraduate physics.

  • 18.
    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.

     

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  • 19.
    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.

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  • 20.
    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, p. 195-212Chapter in book (Other academic)
  • 21.
    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, p. 103-113Chapter in book (Other academic)
  • 22.
    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.

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  • 23.
    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 Bologna Physics Programmes at Uppsala University, Sweden2008In: Poster presented at the European Physics Education Network's (EUPEN) 10th Jubilee General Forum, Polana Brasov, Romania, 4-6 September, 2008Conference paper (Other academic)
  • 24.
    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)
  • 25.
    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)
  • 26.
    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, p. 123-128Chapter in book (Other academic)
  • 27. Bolton, Kim
    et al.
    Saalman, Elisabeth
    Christie, Michael
    Ingerman, Åke
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    SimChemistry as an active learning tool in chemical education.2008In: Chemistry Education Research and Practice, E-ISSN 1756-1108, Vol. 9, no 3, p. 277-284Article in journal (Refereed)
    Abstract [en]

    The publicly available free computer program, SimChemistry, was used as an active learning tool in the chemical engineering curriculum at the University College of Borås, Sweden. The activity involved students writing their own simulation programs on topics in the area of molecular structure and interactions. Evaluation of the learning experience was done using interviews and by comparing learning outcomes with previous teachings of the topics. Overall, the outcome was interactively engaging group work, high quality construction of simulations, and a much better ability to explain molecular-level chemical concepts and their relations. An interesting perception that emerged during the interviews was that many of the students were unable to explicitly describe the improvement in learning that they had experienced. However, they did recognize that learning had occurred, and all firmly and positively recommended that the initiative be continued for subsequent courses.

  • 28.
    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, E-ISSN 2301-251X, Vol. 3, no 2, p. 159-176Article 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.

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  • 29.
    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)
  • 30.
    Bruun, Jesper
    et al.
    Department of Science Education, Faculty of Science, University of Copenhagen.
    Lindahl, Mats
    Dept of Chemistry and Biomedical Sciences, Linnaeus University.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Physics and Astronomy, University of the Western Cape, Cape Town, South Africa.
    Network analysis and qualitative discourse analysis of a classroom group discussion2019In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 42, no 3, p. 317-339Article in journal (Refereed)
    Abstract [en]

    A new methodology is proposed for qualitative discourse analysis (QDA) aimed at gaining enhanced insights into learning possibilities and indicators that arise during classroom group discussions. The constitution of this new methodology has two principle components: a discourse analysis approach that aims to identify the relationships between content and group dynamics; and a network analysis (NA) approach that uses the same data to identify meaning-related structural dynamics found in the data. The proposed methodology pairs these two components to create a supplementary iterative interchange that facilitates the attainment of greater analytic insights than are achievable by either of the two components individually. The critical aspects of the methodology are illustrated and discussed using real classroom data in ways that provide a procedural exemplar. The strengths and limitations of the proposed methodology are also discussed.

  • 31. 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, p. 31-41Chapter in book (Other academic)
  • 32. 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, p. 423-433Article 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.

  • 33.
    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)
  • 34. 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, p. 295-303Article in journal (Refereed)
  • 35.
    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)
  • 36.
    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)
  • 37.
    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)
  • 38.
    Danielsson, Anna
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Learning in physics by doing laboratory work: towards a new conceptual framework2009In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 21, no 2, p. 129-144Article in journal (Refereed)
    Abstract [en]

    Drawing on a study that explores university students' experiences of doing laboratory work in physics, this article outlines a proposed conceptual framework for extending the exploration of the gendered experience of learning. In this framework situated cognition and post-structural gender theory are merged together. By drawing on data that aim at exploring the gendered experience of learning in physics in the laboratory setting, a case is made for the proposed conceptual framework to facilitate an analysis of gender as an active process that relates the dynamics of this process to the emerging physicist identities of the students. In other words, this framework allows for an analysis of the gendered learning experiences in a context such as physics education that goes well beyond the usual 'women-friendly' teaching approaches.

  • 39.
    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, p. 15-28Article 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.

    Download full text (pdf)
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  • 40.
    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)
  • 41.
    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, p. 47-59Article in journal (Refereed)
  • 42.
    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)
  • 43.
    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, p. 169-179Article 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.

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  • 44.
    Enghag, Margaret
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Forsman, Jonas
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Moons, Ellen
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Andersson, Staffan
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Wickman, Susanne
    Students self-evaluations of themselves as disciplinary practitioners2009In: Paper presented at the GIREP-EPEC (International Research Group on Physics Teaching) Conference, University of Leicester, Great Britain, 17-21 August., 2009Conference paper (Refereed)
  • 45. 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, p. 625-650Article 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.

  • 46.
    Eriksson, Moa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Eriksson, Urban
    Fysiska institutionen, Lunds universitet.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Multimodal situated configurations in a physics interactive learning environment dealing with circular motion2018Conference paper (Refereed)
    Abstract [en]

    The aim of this presentation is to contribute to the theorizing of disciplinary learning from a social semiotic perspective. The particular exploratory focus being reported on being the physics of circular motion in an introductory, university level interactive classroom. Our starting point for this work is that all disciplinary learninghas critical features that need to be discerned in a meaningful, reflective way (Fredlund et al. 2015a; Eriksson 2014). A circular-motion learning situation is used to explore how such reflective discernment(Eriksson et al. 2014) is brought about in response to the semiotic landscape(Jewitt 2008) of the learning experience as a function of both experienced variation (Marton & Booth, 1997; Marton, 2015) and constituted translation(Bezemer & Kress 2008; Kress 2010). Against this backdrop, analysis of preliminary data that consists of audio and video recordings of students engaging with the object of learning in a classroom interactive environment vis-à-vis the forms of representation that make up the teaching and learning environment will be presented. This data analysis characterizes the arising multimodalsituated configurations(Jewitt 2008), which will be discussed in terms of the theorizing presented byFredlund et al. (2015b) for enhancing the possibilities for learning physics.

     

    Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: a social semiotic account of designs for learning. Written Communication, 25(2), 166-195.

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

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

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

    Fredlund, T., Airey, J., & Linder, C. (2015b). Enhancing the possibilities for learning: Variation of disciplinary-relevant aspects in physics representations. European Journal of Physics. 36 (5), 1-11.

    Jewitt, C. (2008). Multimodality and Literacy in School Classrooms. Review of Research in Education32; 241, DOI: 10.3102/0091732X07310586

    Kress, G. (2010).Multimodality. A Social Semiotic Approach to Contemporary Communication. London: Routledge.

    Marton, F. (2015), Necessary Conditions of Learning, Routledge, New York, NY.

    Marton, F., & Booth, S. (1997). Learning and Awareness. Mahwah, New Jersey: Lawrence Erlbaum Associates.

  • 47.
    Eriksson, Moa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Eriksson, Urban
    Fysiska institutionen, Lunds universitet.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Studenters användning av semiotiska resurser: Hur studenter skapar mening kring cirkelrörelse2018Conference paper (Other academic)
  • 48.
    Eriksson, Moa
    et al.
    Lund Univ, Dept Phys, Natl Resource Ctr Phys Educ, Lund, Sweden.;Uppsala Univ, Dept Phys & Astron, Div Phys Educ Res, Uppsala, Sweden..
    Eriksson, Urban
    Lund Univ, Dept Phys, Natl Resource Ctr Phys Educ, Lund, Sweden..
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Univ Western Cape, Dept Phys & Astron, Cape Town, South Africa..
    Using social semiotics and variation theory to analyse learning challenges in physics: a methodological case study2020In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 41, no 6, article id 065705Article in journal (Refereed)
    Abstract [en]

    The aim of the paper is to create a way of extending the utility of using variation theory of learning (VTL) as an analytic tool for exploring student learning in interactive environments for highly complex disciplines such as physics that aims at obtaining additional insights and understanding of students' learning challenges in physics drawing on a phenomenography perspective. To do this we propose an analytical combination of two perspectives-social semiotics and the VTL-using theoretical constructs from both. Here, in keeping with the phenomenographic perspective that underlies VTL, learning is taken to mean coming to experience things in distinctly new ways. As a case study, students were video recorded during a group problem-solving session while working on circular motion tutorial problems. Through the combined analytic approach, we were able to identify the students'relevance structureas enacted as a function of what was in focal awareness and what dimensions of variation that were presented. A social semiotic multimodal transcription is used to illustrate the proposed methodology, which is made up of the semiotic systems that the students chose to use to build their discursive engagement on. As a methodology paper, and because such discussion already exists in the literature, how this kind of analytic combination can provide additional teaching insights and how these insights could be used to enhance teachers' understanding of their students' learning are not presented in this paper.

  • 49.
    Eriksson, Moa
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Lund Univ, Dept Phys, Lund, Sweden.
    Euler, Elias
    Lund Univ, Dept Phys, Lund, Sweden..
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Univ Western Cape, Dept Phys & Astron, Cape Town, South Africa.
    Eriksson, Urban
    Lund Univ, Dept Phys, Lund, Sweden..
    Govender, Nadaraj
    Univ KwaZulu Natal, Sch Educ, Durban, South Africa..
    The Variation of University Physics Students' Experience of Plus and Minus Signs in 1D Vector-kinematics Revisited2022In: African Journal of Research in Mathematics, Science and Technology Education, ISSN 1811-7295, E-ISSN 2469-7656, Vol. 26, no 1, p. 63-76Article in journal (Refereed)
    Abstract [en]

    This article revisits and expands upon a previous phenomenographic study characterising the qualitatively different ways in which South African undergraduate physics students may experience the use of +/- signs in one-dimensional kinematics (1DK). We find the original categorisation as applicable for interpreting Swedish university-level students' responses to 1DK questions. However, by way of a typology of potential learning outcomes associated with +/- signs in 1DK, our review of the topic reveals that the original study's treatment misses the implications of +/- signs related to time rate of change and graphical shape. We also add to the description of students' experience of +/- signs in 1DK by incorporating ideas from the Variation Theory of Learning and by focusing on some of the aspects of +/- signs in 1DK that were underemphasized in the original study. Our analysis thus provides a template for physics educators to support students' conceptual understanding of sign conventions in vector kinematics.

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  • 50.
    Eriksson, Moa
    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.
    Eriksson, Urban
    Fysiska institutionen, Lunds universitet.
    Students' understanding of algebraic signs: An underestimated learning challenge?2018Conference paper (Other academic)
    Abstract [en]

    When starting to learn about vector quantities in introductory physics, it is important that students accurately understand the intended meaning of plus and minus algebraic signs in order to appropriately solve physics problems. We present a case study of 82 introductory-level physics students from Sweden and South Africa and show that the lack of understanding of algebraic signs can result in learning challenges even in the introductory topic of one dimensional kinematics. Results of this study will be described and implications for teaching will be discussed.

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