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Title [sv]
Relationen mellan semiotiska redskap och ämneskompetens i naturvetenskap
Title [en]
Semiotic resources and disciplinary literacy
Abstract [sv]
This project uses a disciplinary literacy approach to analyse learning in undergraduate science. Science is taught using a wide range of semiotic resource systems: e.g. oral and written language, mathematics, graphs, diagrams, apparatus, ways of working, etc. The basic premise of this project is that students need to achieve ´fluency´ in a particular set of these semiotic resources in order to appropriately grasp a given scientific concept. The research questions are:1. By what mechanisms do students learn to interpret and use the individual semiotic resource systems of university science?2. To what extent do teachers function as discourse models and/or discourse guides in this process?3. In what ways do the various semiotic resource systems function together to mediate disciplinary literacy?These research questions will be addressed through analysis of video-recordings of small group work in three specific contexts: Teacher supervised laboratory work, teacher-led problem-solving sessions, and unscheduled, ad hoc problem-solving sessions without the teacher.The project will lead to a deeper understanding of the processes involved in learning university science and the teacher´s role in these processes. The work will also provide insights into the relationship between disciplinary knowledge and the resources we use to represent this knowledge. It is expected that many of the findings will be applicable to learning other contexts and disciplines.
Principal InvestigatorAirey, John
Coordinating organisation
Uppsala University
Funder
Period
2011-01-01 － 2014-12-31
National Category
Didactics
Identifiers
DiVA, id: project:4025Project, id: 2010-05780_VR

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