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  • 1.
    Gregorcic, Bor
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Etkina, Eugenia
    Rutgers University, New Brunswick, NJ, USA.
    Planinsic, Gorazd
    University of Ljubljana, Ljubljana, Slovenia.
    A New Way of Using the Interactive Whiteboard in a High School Physics Classroom: A Case Study2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed)
    Abstract [en]

    In recent decades, the interactive whiteboard (IWB) has become a relatively common educational tool in Western schools. The IWB is essentially a large touch screen, that enables the user to interact with digital content in ways that are not possible with an ordinary computer-projector-canvas setup. However, the unique possibilities of IWBs are rarely leveraged to enhance teaching and learning beyond the primary school level. This is particularly noticeable in high school physics. We describe how a high school physics teacher learned to use an IWB in a new way, how she planned and implemented a lesson on the topic of orbital motion of planets, and what tensions arose in the process. We used an ethnographic approach to account for the teacher’s and involved students’ perspectives throughout the process of teacher preparation, lesson planning, and the implementation of the lesson. To interpret the data, we used the conceptual framework of activity theory. We found that an entrenched culture of traditional white/blackboard use in physics instruction interferes with more technologically innovative and more student-centered instructional approaches that leverage the IWB’s unique instructional potential. Furthermore, we found that the teacher’s confidence in the mastery of the IWB plays a crucial role in the teacher’s willingness to transfer agency within the lesson to the students.

  • 2.
    Heijkenskjöld, Filip
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Edvardsson, Bengt
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Theoretical Astrophysics.
    Marcus, Lundberg
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Theoretical Chemistry.
    Aktiva studenter gör demonstrationsexperiment (1)2017Conference paper (Other academic)
    Abstract [sv]

    Aktiva studenter gör demonstrationsexperiment

    Filip Heijkenskjöld, Institutionen för fysik och astronomi avd. Fysikens didaktik

    Bengt Edvardsson, Institutionen för fysik och astronomi, avd. Astronomi

    Marcus Lundberg, Institutionen för kemi - Ångström, Teoretisk kemi

    Sammanfattning

    Projektet avser att aktivera studenterna och gör dem till deltagande aktörer i föreläsningarna genom att ge studenterna ansvar för att designa sina egna experiment som kan visa på centrala begrepp inom fysiken. Studenterna får använda ett mätverktyg (IOLab) för att enkelt kunna experimentera och samla in data. För information om IOLab se http://www.iolab.science

    Vi låter studenterna i kursen 1KB302, Fysik för kemister, ta ansvar för en del av undervisningen. De väljer själva ut vad de vill illustrera med experiment. Studenterna bidrar med var sitt ca 5 minuter långt demonstrationsexperiment och deltar i en efterföljande diskussion på 10 minuter. Efter godkänd insats får de en tentamensdel godkänd. Detta ökar studenternas engagemang och även kopplingen till andra kurser som studeras inom programmen.

  • 3.
    Heijkenskjöld, Filip
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Edvardsson, Bengt
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Theoretical Astrophysics.
    Lundberg, Marcus
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Theoretical Chemistry.
    Aktiva studenter gör demonstrationsexperiment (2)2017Conference paper (Other academic)
    Abstract [sv]

    Aktiva studenter gör demonstrationsexperiment

    Filip Heijkenskjöld, Institutionen för fysik och astronomi avd. Fysikens didaktik

    Bengt Edvardsson, Institutionen för fysik och astronomi, avd. Astronomi

    Marcus Lundberg, Institutionen för kemi - Ångström, Teoretisk kemi

    Sammanfattning

    Projektet avser att aktivera studenterna och gör dem till deltagande aktörer i föreläsningarna genom att ge studenterna ansvar för att designa sina egna experiment som kan visa på centrala begrepp inom fysiken. Studenterna får använda ett mätverktyg (IOLab) för att enkelt kunna experimentera och samla in data. För information om IOLab se http://www.iolab.science

    Vi låter studenterna i kursen 1KB302, Fysik för kemister, ta ansvar för en del av undervisningen. De väljer själva ut vad de vill illustrera med experiment. Studenterna bidrar med var sitt ca 5 minuter långt demonstrationsexperiment och deltar i en efterföljande diskussion på 10 minuter. Efter godkänd insats får de en tentamensdel godkänd. Detta ökar studenternas engagemang och även kopplingen till andra kurser som studeras inom programmen.

  • 4.
    Gregorcic, Bor
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Bodin, Madelen
    Department of Science and Mathematics Education, Umeå University, Sweden.
    Algodoo: A Tool for Encouraging Creativity in Physics Teaching and Learning2017In: Physics Teacher, ISSN 0031-921X, E-ISSN 1943-4928, Vol. 55, no 1, 25-28 p.Article in journal (Refereed)
    Abstract [en]

    Algodoo (http://www.algodoo.com) is a digital sandbox for physics 2D simulations. It allows students and teachers to easily create simulated “scenes” and explore physics through a user-friendly and visually attractive interface. In this paper, we present different ways in which students and teachers can use Algodoo to visualize and solve physics problems, investigate phenomena and processes, and engage in out-of-school activities and projects. Algodoo, with its approachable interface, inhabits a middle ground between computer games and “serious” computer modeling. It is suitable as an entry-level modeling tool for students of all ages and can facilitate discussions about the role of computer modeling in physics.

  • 5.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    CLIL: Combining Language and Content2017In: ESP Today, ISSN 2334-9050, Vol. 5, no 2, 297-302 p.Article in journal (Refereed)
  • 6.
    Amin, Tamer G.
    et al.
    American University of Beirut, Lebanon.
    Jeppsson, Fredrik
    Linköping University.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Conceptual metaphor and embodied cognition in science education2017Book (Refereed)
  • 7.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Mathematics and Science Education, Stockholm University, Sweden.
    Disciplinary Affordance vs Pedagogical Affordance: Teaching the Multimodal Discourse of University Science2017Conference paper (Other academic)
    Abstract [en]

    Disciplinary Affordance vs Pedagogical Affordance: Teaching the

    Multimodal Discourse of University Science

    The natural sciences have been extremely successful in modeling some specific aspects

    of the world around us. This success is in no small part due to the creation of generally

    accepted, paradigmatic ways of representing the world through a range of semiotic

    resources. The discourse of science is of necessity multimodal (see for example Lemke,

    1998) and it is therefore important for undergraduate science students to learn to

    master this multimodal discourse (Airey & Linder, 2009). In this paper, I approach the

    teaching of multimodal science discourse via the concept of affordance.

    Since its introduction by Gibson (1979) the concept of affordance has been debated 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

    Fredlund, 2015 for a recent example). Here, Kress et al (2001) have claimed that

    different modes have different specialized affordances.

    In the presentation the interrelated concepts of disciplinary affordance and pedagogical

    affordance will be presented. Both concepts make a radical break with the views of both

    Gibson and Norman in that rather than focusing on the perception of an individual, they

    refer to the disciplinary community as a whole. Disciplinary affordance is "the agreed

    meaning making functions that a semiotic resource fulfills for a disciplinary community".

    Similarly, pedagogical affordance is "the aptness of a semiotic resource for the teaching

    and learning of some particular educational content" (Airey, 2015). As such, in a

    teaching situation the question of whether these affordances are inherent or perceived

    becomes moot. Rather, the issue is the process through which students come to use

    semiotic resources in a way that is accepted within the discipline. In this characterization

    then, learning can be framed in terms of coming to perceive and leverage the

    disciplinary affordances of semiotic resources.

    In this paper, I will discuss: the disciplinary affordances of individual semiotic resources,

    how these affordances can be made “visible” to students and how the disciplinary

    affordances of semiotic resources are ultimately leveraged and coordinated in order to

    make science meanings.

    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

    Airey, J. (2011b). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education.   Across the disciplines, 8(3), unpaginated.  Retrieved from http://wac.colostate.edu/atd/clil/airey.cfm

    Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman, & R. Säljö (Eds.), Scientific literacy – teori och praktik (pp. 41-58): Gleerups.

    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. (2016). Undergraduate Teaching with Multiple Semiotic Resources: Disciplinary Affordance vs Pedagogical Affordance.   Paper presented at 8icom. University of Cape Town, Cape Town.

    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.

    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. (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. (2017) Social Semiotics in University Physics Education: Multiple Representations in Physics Education   Springer. pp 85-122

    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.

    Hodge, R. & Kress, G. (1988). Social Semiotics. Cambridge: Polity Press.

    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), 242-252. doi:10.1080/10288457.2014.953294

    Lo, M. L. (2012). Variation theory and the improvement of teaching and learning (Vol. 323). Gothenburg: Göteborgs Universitet.

    Marton, F. (2015). Necessary conditions of learning. New York: Routledge.

    Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.

    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/

    Thibault, P. (1991). Social semiotics as praxis. Minneapolis: University of Minnesota Press.

    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.

  • 8.
    Gregorcic, Bor
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Planinsic, Gorazd
    University of Ljubljana.
    Etkina, Eugenia
    Rutgers University.
    Doing science by waving hands: Talk, symbiotic gesture, and interaction with digital content as resources in student inquiry2017In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 13, no 2, 020104Article in journal (Refereed)
    Abstract [en]

    In this paper, we investigate some of the ways in which students, when given the opportunity and an appropriate learning environment, spontaneously engage in collaborative inquiry. We studied small groups of high school students interacting around and with an interactive whiteboard equipped with Algodoo software, as they investigated orbital motion. Using multimodal discourse analysis, we found that in their discussions the students relied heavily on nonverbal meaning-making resources, most notably hand gestures and resources in the surrounding environment (items displayed on the interactive whiteboard). They juxtaposed talk with gestures and resources in the environment to communicate ideas that they initially were not able to express using words alone. By spontaneously recruiting and combining a diverse set of meaning- making resources, the students were able to express relatively fluently complex ideas on a novel physics topic, and to engage in practices that resemble a scientific approach to exploration of new phenomena.

  • 9.
    Euler, Elias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Gregorcic, Bor
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Experiencing Variation and Discerning Relevant Aspects Through Playful Inquiry in Algodoo2017Conference paper (Refereed)
    Abstract [en]

    Educational simulations in physics tend to be designed to help students learn selected concepts and thus are typically limited in their potential for open-ended and creative exploration. We are interested in the educational potential of a simulation environment, Algodoo, which does not address any one specific physics phenomenon, but rather provides a creative platform for users to design their own simulations using basic building blocks (e.g. massless springs, rigid bodies). In this study, we investigate the ways in which the Algodoo software supports the learning of physics concepts when it is used as an open environment for students’ inquiry through a case study of a pair of students using Algodoo for the first time. Our study suggests that Algodoo promotes learning in two main ways. First, not unlike more traditional educational simulations, it makes purposeful variation of relevant physics parameters possible and allows the user to experience variation in multiple ways. Second, in contrast to traditional educational simulations (and more like ‘messy’ real experiments), it requires the user to discern the relevant parameters to be varied.

  • 10.
    Larsson, Johanna
    et al.
    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. Stockholm University, Department of Mathematics and Science Education .
    Four discourse models of physics teacher education2017Conference paper (Other academic)
    Abstract [en]

    In Sweden, as in many other countries, the education of high-school physics teachers is typically carried out in three different environments; the education department, the physics department and school itself during teaching practice. Trainee physics teachers are in the process of building their professional identity as they move between these three environments. Although much has been written about teacher professional identity (see overview in Beijaard, Meijer, & Verloop, 2004) little is known about how encounters with the potentially disparate notions of “what counts” in these three environments feed into trainee physics teachers’ professional identity work.

    In this paper we try to capture the different ways the educational practice of teacher education is valued in the discourse of teacher educators. We use the concept of discourse models (Gee, 2005). Our research questions are as follows:

    1. What is signalled as valued (and not valued) by members of the three environments physics teachers meet during their training (school, education department, physics department)?

    2.What discourse models can be identified from these value statements? 


    We carried out semi-structured interviews with instructors from the three environments. Our analysis involved iterative coding of the interview transcripts (Bogdan & Biklen, 1992) to construct discourse models. We identify four competing discourse models and discuss the ways in which these models can be seen to be at work, dictating how educational practice is valued.

     

  • 11.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Good use of a ‘bad’ metaphor: Entropy as disorder2017In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 3, 205-214 p.Article in journal (Refereed)
    Abstract [en]

    Entropy is often introduced to students through the use of the disorder metaphor. However, many weaknesses and limitations of this metaphor have been identified, and it has therefore been argued that it is more harmful than useful in teaching. For instance, under the influence of the disorder metaphor, students tend to focus on spatial configuration with regard to entropy but disregard the role of energy, which may lead their intuition astray in problem solving. Albeit so, a review of research of students’ ideas about entropy in relation to the disorder metaphor shows that students can use the metaphor in developing a more nuanced, complex view of the concept, by connecting entropy as disorder to other concepts such as microstates and spreading. The disorder metaphor—in combination with other explanatory approaches—can be used as a resource for learning, in giving students an early flavour of what entropy means, so long as we acknowledge its limitations; we can put this “bad” metaphor to good use in teaching.

  • 12.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Mathematics and Science Education, Stockholm University.
    Learning and Sharing Disciplinary Knowledge: The Role of Representations2017Conference paper (Other academic)
    Abstract [en]

    Learning and Sharing Disciplinary Knowledge: The Role of Representations.

    Abstract

    In recent years there has been a large amount of interest in the roles that different representations (graphs, algebra, diagrams, sketches, physical models, gesture, etc.) play in student learning. In the literature two distinct but interrelated ways of thinking about such representations can be identified. The first tradition draws on the principles of constructivism emphasizing that students need to build knowledge for themselves. Here students are encouraged to create their own representations by working with materials of various kinds and it is in this hands-on representational process that students come to develop their understanding.

    The second tradition holds that there are a number of paradigmatic ways of representing disciplinary knowledge that have been created and refined over time. These paradigmatic disciplinary representations need to be mastered in order for students to be able to both understand and effectively communicate knowledge within a given discipline.

    In this session I would like to open up a discussion about how these two ways of viewing representations might be brought together. To do this I will first present some of the theoretical and empirical work we have been doing in Sweden over the last fifteen years. In particular there are three concepts that I would like to introduce for our discussion: critical constellations of representations, the disciplinary affordance of representations and the pedagogical affordance of representations.

    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. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics In: SACF   Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in Higher   Education (STINT) , 2015 (pp. 103). urn:nbn:se:uu:diva-266049.

    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. (2017) 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.

    National Research Council. (2012). Discipline Based Education Research. Understanding and Improving Learning in Undergraduate Science and Engineering. Washington DC: The National Academies Press.

    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.

     

     

  • 13.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Learning the right physics: Master’s students’™ negotiations of legitimacy2017Conference paper (Other academic)
    Abstract [en]

    The last years have seen an increase in science education research focused on social identity. Studies of university physics education have used identity frameworks to address issues of gender and equality in transitions to and from University educations. This study highlights the specific situation of physics students starting on an international Master’s programme and the identity negotiations that take place there. With a poststructuralist discourse analytical framework, I analyse negotiations of legitimacy in interviews with first-semester Master’s students. Several themes emerge from the analysis, pointing out negotiations of legitimacy related to discourses about the perceived quality of educations from different universities, the central value of knowledge and ‘smartness’ in physics, and the ranking of different directions of physics along lines of ‘coolness’ or ‘smartness’. This relates to norms about masculinity connected to physics practices. In the ends my study contribute to a picture of a physics education discourse that is still constructing some positions as more ‘valued’ and legitimate than others, on grounds that partly appear unjustified and discriminatory.

  • 14.
    Berge, Maria
    et al.
    Umeå universitet.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Lecture Jokes - a Litmus Test of Physics Discourse?2017Conference paper (Other academic)
    Abstract [en]

    Earlier studies in physics education research have shown the importance of analysing students' processes of ‘becoming a physicist' in a wider sense. For example, it is often expected of physicists to have a kind of ‘authentic intelligence' or ‘smartness', which is generally perceived as male. In this study we contribute to this area of research by analysing an area often forgotten in educational research: humour. Empirically, this study is based on 177 jokes from physics lectures, collected from three different higher education contexts, the US and two Scandinavian countries. With a discourse analytical framework we explore the question of how teacher's jokes in physics lectures portray physics and physicists. In the analysis of the teacher's jokes, physics is constantly constructed as difficult and very advanced, mainly through ironically speaking of it as ‘easy'. Physicists are portrayed as single minded and very passionate, not to say obsessed, about physics. In this study we argue that although none of the jokes were mean the jokes contributed to a discourse that can be perceived as problematic in limiting the conceptions of who a physicist may be.

  • 15.
    Samuelsson, Christopher Robin
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Elmgren, Maja
    Uppsala University, Disciplinary Domain of Science and Technology, Chemistry, Department of Chemistry - Ångström, Physical Chemistry.
    Looking for solutions: University chemistry and physics students interacting with infrared cameras2017Conference paper (Refereed)
    Abstract [en]

    Infrared (IR) cameras can be used to support the learning and understanding of thermodynamics. Previous research shows that the technology enables university physics students to observe otherwise invisible thermal phenomena. In the present study, the focus is extended to the use of IR cameras in an educational chemistry laboratory setting with a comparison to the physics labs. Depending on the communicative actions made to interact with the cameras, different affordances of the IR cameras are accessed. For example, some students compare what they see with the IR camera with their sense of touch. The kinds of actions students make depend on aspects like their disciplinary experience and the discipline of study. Predict-Observe-Explain is used to probe students’ potential actions for interaction with the IR camera. Data is collected by video recording and iterative transcription to find contrasting or shared patterns of interaction across the groups. A multimodal approach to conversation analysis is used to find these patterns. The result shows that the physics and chemistry students use the technology to confirm or disconfirm predictions made, but differ in the coordination of actions to achieve that goal. The physics students move around and use the sense of touch together with IR-camera observations, while the chemistry students focus on IR-camera observations from one perspective alone.

  • 16.
    Etkina, Eugenia
    et al.
    Graduate School of Education, Rutgers University, New Brunswick, New Jersey 08904, USA..
    Gregorcic, Bor
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Vokos, Stamatis
    Department of Physics, California Polytechnic State University, San Luis Obispo, California 93407, USA..
    Organizing physics teacher professional education around productive habit development: A way to meet reform challenges2017In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 13, no 1, 010107Article in journal (Refereed)
    Abstract [en]

    Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher’s time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

  • 17.
    Euler, Elias
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Gregorcic, Bor
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Physics Students' Use of Algodoo in Modeling2017Conference paper (Other academic)
    Abstract [en]

    Electronic devices are ubiquitous in today's society and their inclusion in the classroom alongside traditional laboratory equipment may allow students to interact with physics content in ways that supplement more formal approaches to doing physics. We investigate how one digital tool, Algodoo (a sandbox software with a user-friendly interface that allows users to create simple models of physical phenomena in a quick and intuitive way), promotes communication among students as they complete a physics task using both physical equipment and the Algodoo software on an Interactive WhiteBoard (IWB). While students recreate the physical laboratory setup in Algodoo, they move between physical, ‘semi-formal,’ and formal domains with an expanded set of resources for communication. We show that tracking the information that students transduct into, out of, and within the Algodoo environment is a means of gaining insight into what students consider relevant in a physics context.

  • 18.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Research on physics teaching and learning, physics teacher education, and physics culture at Uppsala University2017Conference paper (Other academic)
    Abstract [en]

    This project compares the affordances and constraints for physics teachers’ professional identity building across four countries. The results of the study will be related to the potential consequences of this identity building for pupils’ science performance in school. The training of future physics teachers typically occurs across three environments, the physics department, the education department and school (during teaching practice). As they move through these three environments, trainees are in the process of building their professional identity. However, what is signalled as valuable for a future physics teacher differs considerably in different parts of the education. In educational research, professional identity has been used in a variety of ways (See for example overviews of the concept in Beauchamp & Thomas, 2009; and Beijaard, Meijer, & Verloop, 2004). In this project we draw on the work of Sfard and Pruzak (2005) who have defined identity as an analytical category for use in educational research. The project leverages this concept of identity as an analytical tool to understand how the value-systems present in teacher training environments and society as a whole potentially affect the future practice of trainee physics teachers. For identities to be recognized as professional they must fit into accepted discourses. Thus the project endeavours to identify discourse models that tacitly steer the professional identity formation of future physics teachers. Interviews will be carried out with trainee physics teachers and the various training staff that they meet during their education (physics lecturers, education lecturers, school mentors). It has been suggested that the perceived status of the teaching profession in society has a major bearing on the type of professional identity teachers can enact. Thus, in this project research interviews will be carried out in parallel across four countries with varying teacher status and PISA science scores: Sweden, Finland, Singapore and England. These interviews will be analysed following the design developed in a pilot study that has already carried out by the project group in Sweden. The research questions for the project are as follows: In four countries where the societal status of the teaching profession differs widely: What discourse models are enacted in the educational environments trainee physics teachers meet? What are the potential affordances and constraints of these discourse models for the constitution of physics teacher professional identities? In what ways do perceptions of the status assigned by society to the teaching profession potentially affect this professional identity building? What are the potential consequences of the answers to the above questions for the view of science communicated to pupils in school? In an extensive Swedish pilot study, four potentially competing discourse models were identified: these are: the critically reflective teacher, the practically well-equipped teacher, the syllabus implementer and the physics expert. Of these, the physics expert discourse model was found to dominate in both the physics department and amongst mentors in schools. In the physics expert discourse model the values of the discipline of physics dominate. Thus, the overarching goal of physics teaching is to create future physicists. In this model, the latest research in physics is seen as interesting and motivating, whereas secondary school subject matter is viewed as inherently unsophisticated and boring—something that needs to be made interesting. The model co-exists with the three other discourse models, which were more likely to be enacted in the education department. These other models value quite different goals such as the development of practical skills, reflective practice, critical thinking and citizenship. We claim that knowledge of the different discourse models at work in four countries with quite different outcomes on PISA science will useful in a number of ways. For teacher trainers, a better understanding of these models would allow informed decisions to be taken about the coordination of teacher education. For prospective teachers, knowledge of the discourse models at work during their education empowers them to question the kind of teacher they want to become.

  • 19.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Department of Mathematics and Science Education, Stockholm University.
    Semiotic Resources and Disciplinary Literacy2017Conference paper (Other academic)
    Abstract [en]

    Semiotic Resources and Disciplinary Literacy

    Project leader: John Airey, Reader in Physics Education Research, Uppsala University

    Type of funding: Four-year position as Research Assistant

    Contact details: john.airey@physics.uu.se

     

    Abstract

    In this research project we focused on the different semiotic resources used in physics (e.g. graphs, diagrams, language, mathematics, apparatus, etc.). We were interested in the ways in which undergraduate physics students learn to combine the different resources used in physics in order to become “disciplinary literate” and what university lecturers do to help their students in this process. Comparative data on the disciplinary literacy goals of physics lecturers for their students was collected at five universities in South Africa and four universities in Sweden.

    One of the main contributions of the project concerned what we termed the disciplinary affordance of a semiotic resource, that is, the specific meaning-making functions a particular resource plays for the discipline. We contrasted these meaning-making functions with the way that students initially viewed the same resource.

    We proposed two ways that lecturers can direct their students’ attention towards the disciplinary affordances of a given resource. The first involves unpacking the disciplinary affordance in order to create a new resource with higher pedagogical affordance. Our second proposal involved the use of systematic variation in order to help students notice the disciplinary relevant aspects of a given resource. A total of 19 articles/book chapters were published as a direct result of this funding.

    Selected publications

    Airey, J., & Linder, C. (2017). Social Semiotics in University Physics Education. In D. F. Treagust, R. Duit, & H. H. Fischer (Eds.), Multiple Representations in Physics Education (pp. 95-122). Cham, Switzerland: Springer.

    Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman & R. Säljö (Eds.), Scientific literacy – teori och praktik (pp. 41-58). Lund: Gleerups.

    Eriksson, U., Linder, C., Airey, J., & Redfors, A. (2014). Introducing the Anatomy of Disciplinary Discernment An example for Astronomy. European Journal of Science and Mathematics 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., Airey, J., & Linder, C. (2015). Enhancing the possibilities for learning: variation of disciplinary-relevant aspects in physics representations. European Journal of Physics. 36, (5), 055001.

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

    Fredlund, T., Linder, C. Airey, J., & Linder, A.  (2014) Unpacking physics representations: Towards an appreciation of disciplinary affordance. Physical Review: Special Topics Physics Education Research 10, 020129

    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.

    Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science and Technology Education, 18, (3), 242-252.  

     

  • 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.
    Social Semiotics in University Physics Education2017In: Multiple Representations in Physics Education / [ed] Treagust, Duit and Fischer, Cham: Springer, 2017, 95-122 p.Chapter in book (Refereed)
  • 21.
    Dolo, Gilbert
    et al.
    University of Cape Town, South Africa.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Schönborn, Konrad J.
    Linköping University.
    Stimulating and supporting inquiry-based science learning with infrared cameras in South Africa2017In: / [ed] Mike K. Mholo & Carolyn Stevenson-Milln, Bloemfontein, South Africa: AFRICAN SUN MeDIA, 2017, 243-245 p.Conference paper (Other academic)
  • 22.
    Johansson, Anders
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research.
    Studying identity in discourse: From individuals to structure in physics education2017Conference paper (Other academic)
    Abstract [en]

    Recent studies in physics education research have focused on identity to answer questions about equality and gender. Identity is a concept with many definitions, and some approaches to using it may have an extensive focus on the individual’s navigation of already established norms. In my research, I employ a poststructuralist view of identity as constituted in discourse as one way of moving beyond stable binary categories and focusing on the construction of norms in physics education. Drawing from my studies of identity in university-level physics education, I show how discourse analysis enables a detailed study of both individual  negotiations of identity and the dominant discourses structuring individuals’ negotiations. Specific examples include: identity negotiations of students in a course in electromagnetism; the subject positions offered students in the dominant discourse of quantum physics courses; and negotiations of legitimacy among physics Master’s students. In the end, this approach means employing a student-centered perspective on educational systems to explore limitations and possibilities for a diversity of students in attending physics education at the university.

  • 23.
    Patron, Emelie
    et al.
    Linnaeus University.
    Wikman, Susanne
    Linnaeus University.
    Edfors, Inger
    Linnaeus University.
    Johansson-Cederblad, Brita
    Linnaeus University.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Teachers' reasoning: Classroom visual representational practices in the context of introductory chemical bonding2017In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, ISSN 0036-8326, Vol. 101, no 6, 887-906 p.Article in journal (Refereed)
  • 24.
    de Winter, James
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Teaching and Learning Physics2017In: Science Education An International Course Companion / [ed] Keith Taber and Ben Akpan, Sense Publishers, 2017, 311-324 p.Chapter in book (Refereed)
  • 25.
    Haglund, Jesper
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Hultén, Magnus
    Linköping University, Sweden.
    Tension between visions of science education: The case of energy quality in Swedish secondary science curricula2017In: Science & Education, ISSN 0926-7220, E-ISSN 1573-1901, Vol. 26, no 3, 323-344 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to contribute to an understanding of how curricular change is accomplished in practice, including the positions and conflicts of key stakeholders and participants, and their actions in the process. As a case, we study the treatment of energy in Swedish secondary curricula in the period 1962–2011 and, in particular, how the notion of energy quality was introduced in the curricula in an energy course at upper secondary school in 1983 and in physics at lower secondary school in 1994. In the analysis, we use Roberts’ two competing visions of science education, Vision I in which school science subjects largely mirror their corresponding academic disciplines and Vision II that incorporates societal matters of science. In addition, a newly suggested Vision III represents a critical perspective on science education. Our analysis shows how Vision II and III aspects of science education have gained importance in curricula since the 1980s, but in competition with Vision I considerations. Energy quality played a central role in providing Vision II and III arguments in the curricular debate on energy teaching. Subsequent educational research has found that Swedish teachers and students struggle with how to relate to energy quality in physics teaching, which we explain as partly due to the tension between the competing visions.

  • 26.
    Haglund, Jesper
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    The disorder metaphor for entropy: Friend or Foe?2017Conference paper (Refereed)
    Abstract [en]

    Entropy is often introduced by use of the disorder metaphor in thermodynamics, but many weaknesses of the metaphor have been identified [1]. By influence of the disorder metaphor, students tend to focus on spatial configuration with regards to entropy but disregard the role of energy in problem solving [2]. There are also many natural phenomena where an entropy increase comes together with increasing visual disorder, such as the formation of liquid crystals. Due to such identified weaknesses, it has been argued that the disorder metaphor for entropy is more harmful than useful and should be avoided in teaching [1]. Another, alternative perspective is to regard the entropy metaphor as a useful resource for students’ development of an intuitive idea of entropy. From this perspective, the goal of teaching is not to eliminate disorder from students’ conceptualisation of entropy, but help them refine the understanding of when it can be useful and when it does not apply [3]. The purpose of the present study is to investigate whether the disorder metaphor can be useful in the teaching of entropy, and – if that is the case – how its weaknesses can be addressed in the teaching practice. Students’ ideas of entropy were probed through open questionnaire items before and after a university course in thermodynamics [4], and through follow-up interviews with pairs of students one year after the course [5]. The majority of students made use of the disorder metaphor in describing what entropy means, both before and after the course. In addition, they tended to develop a more nuanced, complex view of the concept, by connecting entropy as disorder to other microscopic concepts such as microstates and spreading. In the follow-up interviews, although acknowledging that disorder is not a scientific concept, students still found it useful for getting a qualitative understanding of entropy. In general, every metaphor breaks down at one point, where it is no longer useful. When we introduce metaphors in teaching, we have to bring up explicitly how to interpret the compared domains (in this case disorder and entropy) and how they relate to one another, and what limitations the metaphors have [6]. The disorder metaphor – in combination with other explanatory approaches – can be used to give students an early flavour of what entropy means, so long as we acknowledge its limitations.

    1. F. Lambert (2002) J. Chem. Ed. 78 187.
    2. C. Brosseau & J. Viard (1992) Ensen. Cienc. 10 13.
    3. B. D. Geller et al (2014) Am. J. Phys. 82 394.
    4. J. Haglund et al (2015) Chem. Educ. Res. Pract. 16 537.
    5. J. Haglund et al (2016) Chem. Educ. Res. Pract. 17 489.
    6. R. Duit (1991) Sci. Ed. 75 649.
  • 27.
    Haglund, Jesper
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.