Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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
The Concept of Affordance in the Teaching and Learning of Undergraduate Science
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. Uppsala University, Sweden.ORCID iD: 0000-0003-3244-2586
2018 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Since its introduction by Gibson (1979) the concept of affordance has been debated by a number of researchers. Most famous, perhaps is the disagreement between Gibson and Norman(1988) about whether affordances are inherent properties of objects or are only present when perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Fredlund, 2015 for a recent example). 

In the presentation the interrelated concepts of disciplinary affordance and pedagogical affordance will be presented. Both concepts make a radical break with the views of both Gibson and Norman in that rather than focusing on the perception of an individual, they refer to the disciplinary community as a whole. Disciplinary affordance is "the agreed meaning making functions that a semiotic resource fulfills for a disciplinary community". Similarly, pedagogical affordance is "the aptness of a semiotic resource for the teaching and learning of some particular educational content" (Airey, 2015). As such, in a teaching situation the question of whether these affordances are inherent or perceived becomes moot. Rather, the issue is the process through which students come to use semiotic resources in a way that is accepted within the discipline. In this characterization then, learning can be framed in terms of coming to perceive and leverage the disciplinary affordances of semiotic resources. 

Place, publisher, year, edition, pages
2018.
Keywords [en]
Disciplinary affordance, Pedagogical affordance, Unpacking, Undergraduate science, social semiotics
National Category
Other Physics Topics Didactics
Research subject
Physics with specialization in Physics Education
Identifiers
URN: urn:nbn:se:su:diva-167209OAI: oai:DiVA.org:su-167209DiVA, id: diva2:1298254
Conference
International Science Education Conference (ISEC) 2018, National Institute of Education, Singapore, 21 June, 2018
Funder
Swedish Research Council, 2016-04113Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-03-27Bibliographically approved

Open Access in DiVA

fulltext(910 kB)17 downloads
File information
File name FULLTEXT01.pdfFile size 910 kBChecksum SHA-512
95056a3c240d3859ae0323a76868507b9e92067f1492a26c60a37d6dfada1f6c33578ce39765093e9ffbe95798aaeae678b3974f36e27f2f0752aafecc54b1e3
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Airey, John
By organisation
Department of Mathematics and Science Education
Other Physics TopicsDidactics

Search outside of DiVA

GoogleGoogle Scholar
Total: 17 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 181 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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