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
Introducing the anatomy of disciplinary discernment: an example from astronomy
Uppsala University ; Kristianstad University. (Physics Education research, Fysikens didaktik)
Uppsala University ; University of Western Cape, South Africa. (Physics Education research, Fysikens didaktik)
Linnaeus University, Faculty of Arts and Humanities, Department of Languages. Uppsala University. (Physics Education research, Fysikens didaktik)ORCID iD: 0000-0003-3244-2586
Kristianstad University.
2014 (English)In: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 2, no 3, 167-182 p.Article in journal (Refereed) Published
Abstract [en]

Education is increasingly being framed by a competence mindset; the value of knowledge lies much more in competence performativity and innovation than in simply knowing. Reaching such competency in areas such as astronomy and physics has long been known to be challenging. The movement from everyday conceptions of the world around us to a disciplinary interpretation is fraught with pitfalls and problems. Thus, what underpins the characteristics of the disciplinary trajectory to competence becomes an important educational consideration. In this article we report on a study involving what students and lecturers discern from the same disciplinary semiotic resource. We use this to propose an Anatomy of Disciplinary Discernment (ADD), a hierarchy of what is focused on and how it is interpreted in an appropriate, disciplinary manner, as an overarching fundamental aspect of disciplinary learning. Students and lecturers in astronomy and physics were asked to describe what they could discern from a video simulation of travel through our Galaxy and beyond. In all, 137 people from nine countries participated. The descriptions were analysed using a hermeneutic interpretive study approach. The analysis resulted in the formulation of five qualitatively different categories of discernment; the ADD, reflecting a view of participants’ competence levels. The ADD reveals four increasing levels of disciplinary discernment: Identification, Explanation, Appreciation, and Evaluation. This facilitates the identification of a clear relationship between educational level and the level of disciplinary discernment. The analytical outcomes of the study suggest how teachers of science, after using the ADD to assess the students disciplinary knowledge, may attain new insights into how to create more effective learning environments by explicitly crafting their teaching to support the crossing of boundaries in the ADD model.  

Place, publisher, year, edition, pages
Eastern Mediterranean University , 2014. Vol. 2, no 3, 167-182 p.
Keyword [en]
Disciplinary affordance, Learning astronomy, Anatomy of Disciplinary Discernment, Teaching insights
National Category
Didactics
Research subject
Humanities
Identifiers
URN: urn:nbn:se:lnu:diva-44384OAI: oai:DiVA.org:lnu-44384DiVA: diva2:821674
Available from: 2014-10-21 Created: 2015-06-15 Last updated: 2016-05-30Bibliographically approved

Open Access in DiVA

No full text

Other links

Fulltext

Search in DiVA

By author/editor
Airey, John
By organisation
Department of Languages
In the same journal
European Journal of Science and Mathematics Education
Didactics

Search outside of DiVA

GoogleGoogle Scholar

Total: 46 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