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
Critical Aspects of Scientific Phenomena: to the Fore, in the Background, or not Present in Scientific representations
Uppsala University. (Physics Education Research, Fysikens didaktik)
Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature. Uppsala University. (Physics Education Research, Fysikens didaktik)ORCID iD: 0000-0003-3244-2586
Uppsala University. (Physics Education Research, Fysikens didaktik)
2012 (English)In: STAGING KNOWLEDGE AND EXPERIENCE: HOW TO TAKE ADVANTAGE OF REPRESENTATIONAL TECHNOLOGIES IN EDUCATION AND TRAINING? / [ed] Erica de Vries, Katharina Scheiter, Université Pierre-Mendès-France , 2012Conference paper, Poster (Refereed)
Abstract [en]

In order to talk about how meaning can be construed from scientific representations we draw on the phenomenological term appresentation. Appresentation refers to those parts of an object that are not readily presented, but experienced as co-present with the presented object. We review a number of scientific representations that students have had reported difficulty with using in certain prescribed situations. Our analysis indicates that representations that are conventionally used in many scientific situations often do not lead students to appresenting the critical aspects of scientific phenomena. Critical aspects of scientific phenomena can range from being present and foregrounded (salient), through present but in the background, to not present at all in the representation at hand. Our discussion suggests that pedagogical implications of these conclusions include the need for teachers to be aware of that their taken-for-granted interpretation of common representations may not be the same as students’ interpretations, especially in unfamiliar or less common situations.

Place, publisher, year, edition, pages
Université Pierre-Mendès-France , 2012.
Keyword [en]
Representations, appresentation, awareness, science, physics, critical aspects
National Category
Physical Sciences Didactics
Research subject
Humanities
Identifiers
URN: urn:nbn:se:lnu:diva-44364OAI: oai:DiVA.org:lnu-44364DiVA: diva2:821558
Conference
EARLI Special Interest Group on Comprehension of Text and Graphics Conference, Pierre-Mendès-France University, Grenoble, 29-31 August
Available from: 2012-12-06 Created: 2015-06-15 Last updated: 2016-05-30Bibliographically approved

Open Access in DiVA

No full text

Other links

Alla proceedings från konferensen

Search in DiVA

By author/editor
Airey, John
By organisation
School of Language and Literature
Physical SciencesDidactics

Search outside of DiVA

GoogleGoogle Scholar

Total: 26 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