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Publications (10 of 40) Show all publications
Linder, C., Linder, A. & Wikman, S. (2018). Choice of representations in the crafting of university physics teaching practice – a study of teachers’ reflective narratives.. In: : . Paper presented at International Conference on Physics Education (ICPE), Johannesburg, Sydafrika, 1-5 oktober 2018.
Open this publication in new window or tab >>Choice of representations in the crafting of university physics teaching practice – a study of teachers’ reflective narratives.
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-81566 (URN)
Conference
International Conference on Physics Education (ICPE), Johannesburg, Sydafrika, 1-5 oktober 2018
Funder
Swedish Research Council, 2016-04113
Note

Ej belagd 20190409

Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-09Bibliographically approved
Linder, C., Wikman, S. & Linder, A. (2018). Transduction practices in the learning of stereochemistry: towards developing a multimodal theory of emergent learning. In: : . Paper presented at 9th International Conference on Multimodality, Odense, Denmark, 15-17 augusti 2018.
Open this publication in new window or tab >>Transduction practices in the learning of stereochemistry: towards developing a multimodal theory of emergent learning
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Learning
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-81565 (URN)
Conference
9th International Conference on Multimodality, Odense, Denmark, 15-17 augusti 2018
Funder
Swedish Research Council, 2016-04113
Note

Ej belagd 20190409

Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-09Bibliographically approved
Patron Sigfridsson, E., Wikman, S., Edfors, I., Johansson-Cederblad, B. & Linder, C. (2017). Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding. Science Education, 101(6), 887-906
Open this publication in new window or tab >>Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding
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2017 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 101, no 6, p. 887-906Article in journal (Refereed) Published
Abstract [en]

Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital feature for the establishment of successful teaching practices. An important part of what lies behind the constitution of teaching practices is visual representational reasoning that is a function of disciplinary relevant aspects and educationally critical features of the aspects embedded in the intended object of learning. Little is known about teachers reasoning about such visual representational practices. This work addresses this shortfall in thearea of chemical bonding. The data consist of semistructured interviews with 12 chemistry teachers in the Swedish upper secondary school system. The methodology uses a thematic analytic approach to capture and characterize the teachers’ reasoning about their classroom visual representational practices. The results suggest that the teachers’ reasoning tended to be limited. However, the teachers’ pay attention to the meaning-making potential of the approaches for showing representations. The analysis presents these visualization approaches and the discussion makes theoretical links to the variation theory of learning.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2017
National Category
Educational Sciences
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-68019 (URN)10.1002/sce.21298 (DOI)000422918500002 ()2-s2.0-85025104885 (Scopus ID)
Available from: 2017-09-19 Created: 2017-09-19 Last updated: 2019-08-29Bibliographically approved
Linder, C., Volkwyn, T., Airey, J. & Wikman, S. (2017). Towards modelling formal learning in terms of the multimodal emergence of transduction.. In: : . Paper presented at 6th New Zealand Discourse Conference, Auckland, New Zealand, 06-09 December 2017.
Open this publication in new window or tab >>Towards modelling formal learning in terms of the multimodal emergence of transduction.
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Disciplinary learning is a multimodal endeavour that calls for achieving representational competency (Linder et al 2014), which is constituted from the coordination of disciplinary semiotic resources (Airey & Linder, in press). Examples of these semiotic resources for disciplines such as physics and chemistry are mathematics, graphs, gestures, diagrams and language. The effective learning of complex subjects such as these presents many unsolved challenges. In order to begin working towards solving these challenges much still needs to be done to deepen our understanding of how such disciplinary learning takes place. Taking the idea that formal learning is made possible through experiencing specific patterns of variation (Marton 2015), we will use our analysis of student-engagement data to present a case for seeing complex learning in terms of the multimodal emergence (Davis & Sumara, 2006) of transduction (Kress, 2010).  We use these results to propose a model of disciplinary learning that characterizes the multimodal emergence of transduction in terms of the start of a journey towards achieving fluency in a critical constellation of semiotic resources (Airey & Linder 2009; in press) for a given object of learning.

References

Airey, J. & Linder, C. (in press) Social Semiotics in University Physics Education, in Treagust, D., Duit R., Fischer, H. (eds) Multiple Representations in Physics Education: Springer.

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.

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

Davis, B., & Sumara, D. (2006). Complexity and education: Inquiries into learning, teaching and research: Erlbaum.

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. 

Marton, F. (2015). Necessary Conditions of learning: Routledge

Keywords
representational competency, semiotic resources, multimodal emergence, transduction, fluency, critical constellations
National Category
Other Physics Topics
Research subject
Physics with specialization in Physics Education
Identifiers
urn:nbn:se:lnu:diva-71503 (URN)
Conference
6th New Zealand Discourse Conference, Auckland, New Zealand, 06-09 December 2017
Funder
Swedish Research Council, 2016-04113]
Note

Ej belagd 20180327

Available from: 2018-03-13 Created: 2018-03-13 Last updated: 2018-03-27Bibliographically approved
Edfors, I., Wikman, S., Johansson-Cederblad, B. & Linder, C. (2015). University students' reflections on representations in genetics and stereochemistry revealed by a focus group approach. NorDiNa: Nordic Studies in Science Education, 11(2), 169-179
Open this publication in new window or tab >>University students' reflections on representations in genetics and stereochemistry revealed by a focus group approach
2015 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 11, no 2, p. 169-179Article in journal (Refereed) Published
Abstract [en]

Genetics and organic chemistry are areas of science that students regard as difficult to learn. Part ofthis difficulty is derived from the disciplines having representations as part of their discourses. In orderto optimally support students’ meaning-making, teachers need to use representations to structure themeaning-making experience in thoughtful ways that consider the variation in students’ prior knowledge.Using a focus group setting, we explored 43 university students’ reasoning on representationsin introductory chemistry and genetics courses. Our analysis of eight focus group discussions revealedhow students can construct somewhat bewildered relations with disciplinary-specific representations.The students stated that they preferred familiar representations, but without asserting themeaning-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 theirproblem solving. We suggest that an effective representation is one that, to some degree, is familiarto 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 ofinterpreting different representations. Furthermore, feedback from the students’ focus group discussionsenhanced 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 universitycontext to promote both student meaning-making and teacher professional development in a fruitfulway.

Keywords
Genetics, chemistry, representations, university students, focus group
National Category
Didactics
Research subject
Pedagogics and Educational Sciences, General Didactics
Identifiers
urn:nbn:se:lnu:diva-43536 (URN)
Available from: 2015-06-01 Created: 2015-06-01 Last updated: 2018-05-18Bibliographically approved
Edfors, I., Wikman, S., Johansson-Cederblad, B. & Linder, C. (2014). University students' reflections on representations in introductory genetics and stereochemistry. In: : . Paper presented at 11th Nordic Research Symposium on Science Education, Helsinki, June 4 – 6, 2014.
Open this publication in new window or tab >>University students' reflections on representations in introductory genetics and stereochemistry
2014 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Genetics and organic chemistry are areas of science that are regarded as difficult. Part of thisdifficulty is derived from them having representations as part of their disciplinary discourses. Inorder to optimally support students’ learning and meaning-making, teachers need to thoughtfullyuse representations to structure the learning experience in ways that open up the variation instudents’ prior knowledge. For our study, university students’ reasoning on representations ingenetics and organic chemistry was investigated using a focus group approach (8 groups, 4-8students/group). This revealed how students can construct somewhat bewildered relations withdisciplinary-specific representations. For instance, they stated that they preferred familiarrepresentations, but without asserting the meaning-making affordances of those representations.Also, the students were highly aware of the affordances in certain representations, but nonethelesschose not to use those representations in their problem solving. The focus group discussions ledthe students to become more aware of their own and others meaning-making. At the same time,feedback from the students’ focus group discussions enhanced the teacher’s awareness of thestudents’ prior knowledge and meaning-making. Consequently, we posit that a design focus groupmethodology can be fruitfully used both to promote teacher development and progression, andstudent learning.

National Category
Educational Sciences
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-37656 (URN)
Conference
11th Nordic Research Symposium on Science Education, Helsinki, June 4 – 6, 2014
Available from: 2014-10-14 Created: 2014-10-14 Last updated: 2018-05-18Bibliographically approved
Edfors, I., Johansson-Cederblad, B., Wikman, S. & Linder, C. (2013). Fokusgrupper avslöjar representationersmöjligheter och begränsningar för lärande i naturvetenskap. In: : . Paper presented at NOFA4, Trondheim May 29-31, 2013.
Open this publication in new window or tab >>Fokusgrupper avslöjar representationersmöjligheter och begränsningar för lärande i naturvetenskap
2013 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-29178 (URN)
Conference
NOFA4, Trondheim May 29-31, 2013
Available from: 2013-10-02 Created: 2013-10-02 Last updated: 2020-06-05Bibliographically approved
Patron Sigfridsson, E., Wikman, S., Edfors, I., Johansson-Cederblad, B. & Linder, C. (2013). Kemilärares reflektioner kringanvändning av visuella representationer. In: : . Paper presented at NOFA4, Trondheim May 29-31, 2013.
Open this publication in new window or tab >>Kemilärares reflektioner kringanvändning av visuella representationer
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2013 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-29180 (URN)
Conference
NOFA4, Trondheim May 29-31, 2013
Available from: 2013-10-02 Created: 2013-10-02 Last updated: 2020-06-05Bibliographically approved
Nicholls, I. A., Andersson, H. S., Golker, K., Henschel, H., Karlsson, B. C. G., Olsson, G. D., . . . Wikman, S. (2013). Rational molecularly imprinted polymer design: theoretical and computational strategies. In: Ye, L (Ed.), Molecular Imprinting: Principles and Applications of Micro- and Nanostructured Polymers (pp. 71-104). London: Pan Stanford Publishing
Open this publication in new window or tab >>Rational molecularly imprinted polymer design: theoretical and computational strategies
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2013 (English)In: Molecular Imprinting: Principles and Applications of Micro- and Nanostructured Polymers / [ed] Ye, L, London: Pan Stanford Publishing, 2013, p. 71-104Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Pan Stanford Publishing, 2013
National Category
Organic Chemistry
Research subject
Chemistry, Organic Chemistry
Identifiers
urn:nbn:se:lnu:diva-8867 (URN)2-s2.0-84974679377 (Scopus ID)9789814310994 (ISBN)
Available from: 2010-10-08 Created: 2010-10-08 Last updated: 2020-03-20Bibliographically approved
Patron Sigfridsson, E., Wikman, S. & Linder, C. (2013). The role of visual representations when teaching chemical bonding: Teachers’ reflections. In: : . Paper presented at ESERA 2013, 10th Conference of European Science Education Research Association, Nicosia September 2-7, 2013.
Open this publication in new window or tab >>The role of visual representations when teaching chemical bonding: Teachers’ reflections
2013 (English)Conference paper, Poster (with or without abstract) (Refereed)
Keywords
Chemistry Representations Secondary school
National Category
Didactics
Research subject
Natural Science, Science Education
Identifiers
urn:nbn:se:lnu:diva-33504 (URN)
Conference
ESERA 2013, 10th Conference of European Science Education Research Association, Nicosia September 2-7, 2013
Note

Ej belagd 20141210

Available from: 2014-03-31 Created: 2014-03-31 Last updated: 2018-05-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9810-5561

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