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Towards modelling formal learning in terms of the multimodal emergence of transduction.
Uppsala university.ORCID iD: 0000-0001-6409-5182
Uppsala university.ORCID iD: 0000-0002-9866-9065
Uppsala university.ORCID iD: 0000-0003-3244-2586
Linnaeus University, Faculty of Health and Life Sciences, Department of Chemistry and Biomedical Sciences.ORCID iD: 0000-0001-9810-5561
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

Place, publisher, year, edition, pages
2017.
Keywords [en]
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: urn:nbn:se:lnu:diva-71503OAI: oai:DiVA.org:lnu-71503DiVA, id: diva2:1189931
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

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No full text in DiVA

Authority records BETA

Airey, JohnWikman, Susanne

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Linder, CedricVolkwyn, TrevorAirey, JohnWikman, Susanne
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CiteExportLink to record
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