In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy—the Hertzsprung-Russell (H-R) diagram—in order to highlight its disciplinary and pedagogical affordances. The H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. Our analysis shows how these ‘layers of knowledge’ and ‘historical anomalies’ have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that these counterintuitive aspects give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings, suggesting four types of barrier to understanding that are potentially at work when students meet disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of ‘unpacked’ resources that have a higher pedagogical affordance.
{"title":"Unpacking the Hertzsprung-Russell Diagram: A Social Semiotic Analysis of the Disciplinary and Pedagogical Affordances of a Central Resource in Astronomy","authors":"J. Airey, Urban Eriksson","doi":"10.16993/DFL.137","DOIUrl":"https://doi.org/10.16993/DFL.137","url":null,"abstract":"In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy—the Hertzsprung-Russell (H-R) diagram—in order to highlight its disciplinary and pedagogical affordances. The H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. Our analysis shows how these ‘layers of knowledge’ and ‘historical anomalies’ have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that these counterintuitive aspects give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings, suggesting four types of barrier to understanding that are potentially at work when students meet disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of ‘unpacked’ resources that have a higher pedagogical affordance.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44405576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Synnøve Moltudal, R. Krumsvik, L. Jones, O. Eikeland, Burke Johnson
Experiences from Upper Secondary Classrooms. A Qualitative Driven Mixed Method Study The aim of this study was to examine teachers’ professional digital competence and classroom management experiences with a qualitatively driven Mixed Method Design. The qualitative part of the study is based on interviews, focus groups, observations and quasi statistics. The first part of the study aims to examine these qualitative experiences and associations with a quantitative survey (N = 2579). The quantitative data examines the strength of the associations and the qualitative data show the nature of those associations with regard to upper secondary teachers’ professional digital competence and their classroom management abilities in ICT dense classroom environments. The SMIL-study was conducted in seven counties in Norway from 2012 to 2013. The qualitative part with observational data were analyzed in relation to the other qualitative data (interviews and focus groups) and then in relation to the quantitative part of the study. This part shows how teachers, school owners, school leaders and students perceived a relationship between teachers’ professional digital competence and their classroom management. The quantitative is related to the qualitative part and presents statistical regression analyses indicating that teachers’ individual professional digital competence predicted their classroom management abilities. The conclusion of the paper suggests that teachers’ professional digital competence and classroom management abilities are closely attached to each other in technology rich classrooms settings. The SMIL-study contributes to a broader understanding of teachers’ professional digital competence in the digitized school.
{"title":"The Relationship Between Teachers’ Perceived Classroom Management Abilities and Their Professional Digital Competence","authors":"Synnøve Moltudal, R. Krumsvik, L. Jones, O. Eikeland, Burke Johnson","doi":"10.16993/DFL.128","DOIUrl":"https://doi.org/10.16993/DFL.128","url":null,"abstract":"Experiences from Upper Secondary Classrooms. A Qualitative Driven Mixed Method Study The aim of this study was to examine teachers’ professional digital competence and classroom management experiences with a qualitatively driven Mixed Method Design. The qualitative part of the study is based on interviews, focus groups, observations and quasi statistics. The first part of the study aims to examine these qualitative experiences and associations with a quantitative survey (N = 2579). The quantitative data examines the strength of the associations and the qualitative data show the nature of those associations with regard to upper secondary teachers’ professional digital competence and their classroom management abilities in ICT dense classroom environments. The SMIL-study was conducted in seven counties in Norway from 2012 to 2013. The qualitative part with observational data were analyzed in relation to the other qualitative data (interviews and focus groups) and then in relation to the quantitative part of the study. This part shows how teachers, school owners, school leaders and students perceived a relationship between teachers’ professional digital competence and their classroom management. The quantitative is related to the qualitative part and presents statistical regression analyses indicating that teachers’ individual professional digital competence predicted their classroom management abilities. The conclusion of the paper suggests that teachers’ professional digital competence and classroom management abilities are closely attached to each other in technology rich classrooms settings. The SMIL-study contributes to a broader understanding of teachers’ professional digital competence in the digitized school.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42196004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper explores the challenges of designing personalised learning paths in SPOCs (Small Private Online Courses). It opens with a discussion on different approaches to tailoring teaching to individual needs and moves on to introduce a SPOC that was developed for Continuing Professional Development (CPD) for primary and lower-secondary teachers in Denmark. The SPOC, which performs adaptation using a recommendation system, allows for students to create a personalised learning path on the basis of three components: a learner profile, a content model and an adaptation model. Using the three components as a starting point, the SPOC is analysed in order to identify differences between the intended design (what the SPOC set out to do), the implemented design (how the SPOC is used by its users) and the attained design (the outcome of the SPOC). The analysis draws on data from a series of semi-structured interviews with SPOC students and their lecturers. We find that the implemented design deviates from the intended design in several respects, most notably in relation to how the personalised learning paths are created and how decisions as to curriculum contents are made. Moreover, it is suggested that differences between the intended design and the implemented design are rooted in differences in the learning perspectives of the students, the lecturers and the educational designers of the SPOC. Despite the fact that the implemented design deviates from the intended design, the attained design is nevertheless successful in that a high percentage of the students enrolled succeeded in passing their examinations and thus obtained the formal qualifications in the subjects they teach. It is concluded that further research in adaptive learning designs for online platforms such as MOOCs (Massive Open Online Course) and SPOCs is needed to minimise the gap between intended designs and implemented designs in order to create a more personalised learning experience for the students involved.
{"title":"Challenges in Designing Personalised Learning Paths in SPOCs","authors":"Anne Kristine Petersen, Peter Gundersen","doi":"10.16993/DFL.112","DOIUrl":"https://doi.org/10.16993/DFL.112","url":null,"abstract":"The paper explores the challenges of designing personalised learning paths in SPOCs (Small Private Online Courses). It opens with a discussion on different approaches to tailoring teaching to individual needs and moves on to introduce a SPOC that was developed for Continuing Professional Development (CPD) for primary and lower-secondary teachers in Denmark. The SPOC, which performs adaptation using a recommendation system, allows for students to create a personalised learning path on the basis of three components: a learner profile, a content model and an adaptation model. Using the three components as a starting point, the SPOC is analysed in order to identify differences between the intended design (what the SPOC set out to do), the implemented design (how the SPOC is used by its users) and the attained design (the outcome of the SPOC). The analysis draws on data from a series of semi-structured interviews with SPOC students and their lecturers. We find that the implemented design deviates from the intended design in several respects, most notably in relation to how the personalised learning paths are created and how decisions as to curriculum contents are made. Moreover, it is suggested that differences between the intended design and the implemented design are rooted in differences in the learning perspectives of the students, the lecturers and the educational designers of the SPOC. Despite the fact that the implemented design deviates from the intended design, the attained design is nevertheless successful in that a high percentage of the students enrolled succeeded in passing their examinations and thus obtained the formal qualifications in the subjects they teach. It is concluded that further research in adaptive learning designs for online platforms such as MOOCs (Massive Open Online Course) and SPOCs is needed to minimise the gap between intended designs and implemented designs in order to create a more personalised learning experience for the students involved.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43462364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Dirckinck-Holmfeld, Bertil Johannes Ipsen, A. Tamborg, Jonas Dreyøe, B. Allsopp, Morten Misfeldt
Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies.
{"title":"Modes of Teacher Participation in the Digitalization of School","authors":"L. Dirckinck-Holmfeld, Bertil Johannes Ipsen, A. Tamborg, Jonas Dreyøe, B. Allsopp, Morten Misfeldt","doi":"10.16993/DFL.109","DOIUrl":"https://doi.org/10.16993/DFL.109","url":null,"abstract":"Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers’ appropriation of digital technologies.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46942057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Multimodal Analysis of Subtraction in Swedish Year 1 Textbooks are a common teaching tool widely used in children’s mathematical education. Comparative studies of textbooks have focused on different aspects, such as content, mathematical symbols and so on. However, a multimodal approach to textbook research—that is, studying how writing, images, mathematical symbols, etc. interact—is sparse. This study analyses 40 exercises from 17 Swedish Year 1 (children 7–8 years) textbooks using a multimodal approach with a focus on subtraction as an arithmetic operation. The aim was to describe and analyse how subtraction in Swedish Year 1 mathematics textbooks can be understood using a multimodal approach. The results show that it is sometimes possible to solve an exercise without focusing on the mathematical content that the exercise is designed to offer. Writing, images, mathematical symbols, speech and moving images are used differently within the same textbook and between textbooks. The results also show that there are considerable similarities between the exercises in printed and digital textbooks, with some exceptions. The examples in the study indicate that three different approaches are needed when working with these exercises, which implies great complexity in children’s meaning making in their work with mathematics textbooks. This could negatively impact children’s access to beneficial learning situations. Therefore, this study could contribute to a larger awareness of the complexity in question, which, by extension, may contribute to the development of beneficial learning situations in mathematics education, especially regarding subtraction.
{"title":"Potential for Meaning Making in Mathematics Textbooks","authors":"Malin Norberg","doi":"10.16993/DFL.123","DOIUrl":"https://doi.org/10.16993/DFL.123","url":null,"abstract":"A Multimodal Analysis of Subtraction in Swedish Year 1 Textbooks are a common teaching tool widely used in children’s mathematical education. Comparative studies of textbooks have focused on different aspects, such as content, mathematical symbols and so on. However, a multimodal approach to textbook research—that is, studying how writing, images, mathematical symbols, etc. interact—is sparse. This study analyses 40 exercises from 17 Swedish Year 1 (children 7–8 years) textbooks using a multimodal approach with a focus on subtraction as an arithmetic operation. The aim was to describe and analyse how subtraction in Swedish Year 1 mathematics textbooks can be understood using a multimodal approach. The results show that it is sometimes possible to solve an exercise without focusing on the mathematical content that the exercise is designed to offer. Writing, images, mathematical symbols, speech and moving images are used differently within the same textbook and between textbooks. The results also show that there are considerable similarities between the exercises in printed and digital textbooks, with some exceptions. The examples in the study indicate that three different approaches are needed when working with these exercises, which implies great complexity in children’s meaning making in their work with mathematics textbooks. This could negatively impact children’s access to beneficial learning situations. Therefore, this study could contribute to a larger awareness of the complexity in question, which, by extension, may contribute to the development of beneficial learning situations in mathematics education, especially regarding subtraction.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41935618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper investigates the potential aspects of visual literacy that might appear when visual analytics and students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a design-based research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students’ attention and how students’ visual literacy emerges in that relationship.
{"title":"Emerging Visual Literacy through Enactments by Visual Analytics and Students","authors":"Ulrika Bodén, Linnéa Stenliden","doi":"10.16993/DFL.108","DOIUrl":"https://doi.org/10.16993/DFL.108","url":null,"abstract":"This paper investigates the potential aspects of visual literacy that might appear when visual analytics and students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a design-based research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students’ attention and how students’ visual literacy emerges in that relationship.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Volkwyn, J. Airey, B. Gregorcic, F. Heijkenskjöld
In this paper we discuss the role of transduction in the teaching and learning of science. We video-filmed pairs of upper-secondary physics students working with a laboratory task designed to encou ...
本文讨论了转导在科学教学中的作用。我们拍摄了一组高中物理学生的视频，他们完成了一项旨在鼓励……
{"title":"Transduction and Science Learning: Multimodality in the Physics Laboratory","authors":"T. Volkwyn, J. Airey, B. Gregorcic, F. Heijkenskjöld","doi":"10.16993/DFL.118","DOIUrl":"https://doi.org/10.16993/DFL.118","url":null,"abstract":"In this paper we discuss the role of transduction in the teaching and learning of science. We video-filmed pairs of upper-secondary physics students working with a laboratory task designed to encou ...","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47792552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christopher Robin Samuelsson, M. Elmgren, Jesper Haglund
Lab activities typically involve phenomena that are invisible to the naked eye. For example, in thermodynamics transfer of heat and temperature changes are perceived by the sense of touch or indirectly observed by the use of thermometers. New tools can be introduced to increase the opportunities for talking science. In this paper, we explore affordances and semiotic resources related to infrared (IR) cameras, including color imaging, numerical values and the form of the tool itself, as used by undergraduate students and instructors in chemistry, representing a scientific community at two different levels of expertise, in investigation of a thermal phenomenon. The participants come to attend to thermal aspects of what happens when a salt (sodium hydroxide) is exposed to air, with and without the use of IR cameras. Video data were gathered and transcribed multimodally. Results show that the IR cameras afford a focus on the disciplinarily relevant thermal aspects of the phenomenon in both groups of participants, but that the students’ discussion, coordinated by their embodied engagement with the IR cameras, was limited to cumulative talk, where they do not challenge each other, and static use of the technology. This is contrasted with the instructors who shared their knowledge with each other and explored the phenomenon both spatially with the IR cameras, and verbally through exploratory talk. We suggest that this difference in the use of novel technology may be due to differences in experience of lab work and understanding of the studied phenomena, and that a shift between cumulative and exploratory talk may be an indicator of learning.
{"title":"Hot Vision: Affordances of Infrared Cameras in Investigating Thermal Phenomena","authors":"Christopher Robin Samuelsson, M. Elmgren, Jesper Haglund","doi":"10.16993/DFL.94","DOIUrl":"https://doi.org/10.16993/DFL.94","url":null,"abstract":"Lab activities typically involve phenomena that are invisible to the naked eye. For example, in thermodynamics transfer of heat and temperature changes are perceived by the sense of touch or indirectly observed by the use of thermometers. New tools can be introduced to increase the opportunities for talking science. In this paper, we explore affordances and semiotic resources related to infrared (IR) cameras, including color imaging, numerical values and the form of the tool itself, as used by undergraduate students and instructors in chemistry, representing a scientific community at two different levels of expertise, in investigation of a thermal phenomenon. The participants come to attend to thermal aspects of what happens when a salt (sodium hydroxide) is exposed to air, with and without the use of IR cameras. Video data were gathered and transcribed multimodally. Results show that the IR cameras afford a focus on the disciplinarily relevant thermal aspects of the phenomenon in both groups of participants, but that the students’ discussion, coordinated by their embodied engagement with the IR cameras, was limited to cumulative talk, where they do not challenge each other, and static use of the technology. This is contrasted with the instructors who shared their knowledge with each other and explored the phenomenon both spatially with the IR cameras, and verbally through exploratory talk. We suggest that this difference in the use of novel technology may be due to differences in experience of lab work and understanding of the studied phenomena, and that a shift between cumulative and exploratory talk may be an indicator of learning.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"186 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41269084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13–14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.
{"title":"Thermal Cameras as a Semiotic Resource for Inquiry in a South African Township School Context","authors":"G. Dolo, Jesper Haglund, K. Schönborn","doi":"10.16993/DFL.96","DOIUrl":"https://doi.org/10.16993/DFL.96","url":null,"abstract":"Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13–14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"123-134"},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42746101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This project studies designs for learning in the multimodal science classroom in primary and lower-secondary schools in Denmark. The aim of the study is to work with teachers to develop a start-up didactic design that raises student awareness of the affordances provided by different representational modes and thus enhances student production of digital multimodal representations as an expression of learning and science culture. The project takes a design-based research (DBR) approach and uses a social-semiotic theoretical framework. Research in using representations for teaching and learning in science reveals that students’ potential for learning concepts can be strengthened through the transformation of representations and the production of multimodal representations. The first design principle is to organize activities and dialogues among the students that will enhance awareness of the affordances provided by the different modes of representations. The second design principle is that students, through their own thorough practical experiments and dialogues, learn to use representations that show data. The third design principle is that students produce digital multimodal representations as expressions of their learning and reflect on and evaluate these on the basis of known assessment criteria for multimodal representations in science.
{"title":"Didactical Design Principles to Apply When Introducing Student-generated Digital Multimodal Representations in the Science Classroom","authors":"Mette Fredslund Andersen, Nicolai Munksby","doi":"10.16993/DFL.100","DOIUrl":"https://doi.org/10.16993/DFL.100","url":null,"abstract":"This project studies designs for learning in the multimodal science classroom in primary and lower-secondary schools in Denmark. The aim of the study is to work with teachers to develop a start-up didactic design that raises student awareness of the affordances provided by different representational modes and thus enhances student production of digital multimodal representations as an expression of learning and science culture. The project takes a design-based research (DBR) approach and uses a social-semiotic theoretical framework. Research in using representations for teaching and learning in science reveals that students’ potential for learning concepts can be strengthened through the transformation of representations and the production of multimodal representations. The first design principle is to organize activities and dialogues among the students that will enhance awareness of the affordances provided by the different modes of representations. The second design principle is that students, through their own thorough practical experiments and dialogues, learn to use representations that show data. The third design principle is that students produce digital multimodal representations as expressions of their learning and reflect on and evaluate these on the basis of known assessment criteria for multimodal representations in science.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"112-122"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49498761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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