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Multimodalitetens betydning for fagdidaktisk forskning
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. (LNUC Intermedial and multimodal studies, IMS)
2018 (Danish)In: Didaktik i udvikling / [ed] Torben Spanget Christensen, Nikolaj Elf, Peter Hobel, Ane Qvortrup, Solveig Troelsen, Aarhus: Klim, 2018, p. 168-184Chapter in book (Refereed)
Abstract [sv]

Den här artikeln diskuterar vikten av ett multimodalt perspektiv i både undervisning och forskning i klassrumskontexter. Teoretisk utgångspunkt är socialsemiotiskt perspektiv på multimodalitet. Den ger en introduktion till begreppet multimodalitet och utifrån exempel från ett tvärvetenskaplig forskningsprojekt ges exempel på hur multimodaliteten tar sig uttryck i tre naturvetenskapliga klassrum. 

Place, publisher, year, edition, pages
Aarhus: Klim, 2018. p. 168-184
Keywords [en]
multimodality, didactics, classroom interaction, science education, multimodal texts
Keywords [sv]
multimodalitet, didaktik, klassrumsinteraktion, naturvetenskaplig undervisning, multimodala texter
National Category
Didactics
Research subject
Humanities, Swedish Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-75753ISBN: 978 87 7204 220 6 (print)OAI: oai:DiVA.org:lnu-75753DiVA, id: diva2:1219831
Available from: 2018-06-18 Created: 2018-06-18 Last updated: 2019-06-26Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf