lnu.sePublications
Change search
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
Unpacking physics representations: Towards an appreciation of disciplinary affordance
Uppsala University.
Uppsala University ; University of the Western Cape, South Africa.
Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University.ORCID iD: 0000-0003-3244-2586
Uppsala University.
2014 (English)In: Physical Review Special Topics : Physics Education Research, ISSN 1554-9178, E-ISSN 1554-9178, Vol. 10, no 2, 020129Article in journal (Refereed) Published
Abstract [en]

This theoretical article problematizes the access to disciplinary knowledge that different physics representations have the possibility to provide; that is, their disciplinary affordances. It is argued that historically such access has become increasingly constrained for students as physics representations have been rationalized over time. Thus, the case is made that such rationalized representations, while powerful for communication from a disciplinary point of view, manifest as learning challenges for students. The proposal is illustrated using a vignette from a student discussion in the physics laboratory about circuit connections for an experimental investigation of the charging and discharging of a capacitor. It is concluded that in order for students to come to appreciate the disciplinary affordances of representations, more attention needs to be paid to their "unpacking." Building on this conclusion, two questions are proposed that teachers can ask themselves in order to begin to unpack the representations that they use in their teaching. The paper ends by proposing directions for future research in this area.

Place, publisher, year, edition, pages
2014. Vol. 10, no 2, 020129
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences; Social Sciences, Work Life Studies; Social Sciences, Work Life Studies
Identifiers
URN: urn:nbn:se:lnu:diva-41418DOI: 10.1103/PhysRevSTPER.10.020129ISI: 000348875000001OAI: oai:DiVA.org:lnu-41418DiVA: diva2:798427
Available from: 2015-03-26 Created: 2015-03-26 Last updated: 2016-07-07Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Airey, John
By organisation
Department of Languages
In the same journal
Physical Review Special Topics : Physics Education Research
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 53 hits
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