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A Semiotic Analysis of the Disciplinary Affordances of the Hertzsprung-Russell Diagram in Astronomy
Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för språk (SPR). Uppsala University. (Physics Education Research)ORCID-id: 0000-0003-3244-2586
Uppsala University ; Kristianstad University. (Physics Education Research)
2014 (engelsk)Inngår i: The 5th International 360 Conference, Encompassing the multimodality of knowledge, May 8-10 2014, Aarhus University, Denmark, Aarhus: Aarhus University , 2014, s. 22-Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

One of the central characteristics of disciplines is that they create their own particular ways of knowing the world through their discourse (Airey & Linder 2009). This process is facilitated by the specialization and refinement of disciplinary-specific semiotic resources over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors (Airey 2009). As a consequence, many of the semiotic resources used in the sciences today still retain some traces of their historical roots. This makes the aquisition of disciplinary literacy (Airey, 2013) particularly problematic (see Eriksson et al. 2014 for an example from astronomy).

 In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. We audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline.

We suggest that some of the issues we highlight in our analysis may, in fact, be contributors to alternative conceptions and therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.

sted, utgiver, år, opplag, sider
Aarhus: Aarhus University , 2014. s. 22-
Emneord [en]
Hertzsprung-Russell diagram, Disciplinary affordance, Disciplinary literacy, semiiotics, undergraduate learning
HSV kategori
Forskningsprogram
Fysik med inriktning mot fysikens didaktik
Identifikatorer
URN: urn:nbn:se:lnu:diva-44353OAI: oai:DiVA.org:lnu-44353DiVA, id: diva2:821505
Konferanse
The 5th International 360 Conference, Encompassing the multimodality of knowledge, May 8-10 2014, Aarhus University, Denmark
Tilgjengelig fra: 2015-06-15 Laget: 2015-06-15 Sist oppdatert: 2016-05-30bibliografisk kontrollert

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