Student Reasoning About the Lever Principle Through Multimodal Representations: a Socio-Semiotic Approach
Abstract There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and multimodal representations in students’ meaning making in science (Lemke, 1998; Tytler, Prain, Hubber, & Waldrip, 2013; Tang, International Journal of S...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Xu, Lihua [verfasserIn] Ferguson, Joseph [verfasserIn] Tytler, Russell [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2020 |
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| Schlagwörter: |
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| Anmerkung: |
© Ministry of Science and Technology, Taiwan 2020 |
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| Übergeordnetes Werk: |
Enthalten in: International journal of science and mathematics education - Dordrecht : Springer Science + Business Media B.V., 2003, 19(2020), 6 vom: 08. Juli, Seite 1167-1186 |
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| Übergeordnetes Werk: |
volume:19 ; year:2020 ; number:6 ; day:08 ; month:07 ; pages:1167-1186 |
| Links: |
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| DOI / URN: |
10.1007/s10763-020-10102-9 |
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SPR04480444X |
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| 520 | |a Abstract There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and multimodal representations in students’ meaning making in science (Lemke, 1998; Tytler, Prain, Hubber, & Waldrip, 2013; Tang, International Journal of Science Education, 38(13), 2069–2095, 2016). However, research in this area is only starting to explore how these different modal meanings interact (Tytler, Prain, Aranda, Ferguson, & Gorur, 2020) and particularly of the nature of the ‘transduction’ (Airey & Linder, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(1), 27–49, 2009) or ‘re-description’ (Lehrer & Schauble, 2013) of one modal representation to another and their coordination in model-based reasoning in science. This paper explores ways in which groups of secondary students orchestrated multimodal representations to gain an understanding of the lever principle in a collaborative learning environment of a Science of Learning Research Classroom. The analysis of video data and student artefacts suggests that mathematical formulations on their own were limited in allowing students to satisfactorily engage with science ideas and that a key feature of cross-modal translation is the flexibility in application of these ideas afforded by the different modes and understanding the nature of these interactions. Using a Peircean socio-semiotic approach (Peirce, 1992, 1998) and Pickering’s notion of scientific research involving a ‘mangle of practice’ (Pickering, 1995, p. 23), this paper argues that a robust understanding of the lever principle necessarily involves students coordinating a range of modal representations, including visual-spatial, manipulative, embodied and abstract mathematical drawing on the distinctive affordances each brings to learning. We also describe the way these representations push back on learners in unexpected ways. | ||
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10.1007/s10763-020-10102-9 doi (DE-627)SPR04480444X (SPR)s10763-020-10102-9-e DE-627 ger DE-627 rakwb eng 370 500 ASE 30.04 bkl 31.04 bkl Xu, Lihua verfasserin aut Student Reasoning About the Lever Principle Through Multimodal Representations: a Socio-Semiotic Approach 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Ministry of Science and Technology, Taiwan 2020 Abstract There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and multimodal representations in students’ meaning making in science (Lemke, 1998; Tytler, Prain, Hubber, & Waldrip, 2013; Tang, International Journal of Science Education, 38(13), 2069–2095, 2016). However, research in this area is only starting to explore how these different modal meanings interact (Tytler, Prain, Aranda, Ferguson, & Gorur, 2020) and particularly of the nature of the ‘transduction’ (Airey & Linder, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(1), 27–49, 2009) or ‘re-description’ (Lehrer & Schauble, 2013) of one modal representation to another and their coordination in model-based reasoning in science. This paper explores ways in which groups of secondary students orchestrated multimodal representations to gain an understanding of the lever principle in a collaborative learning environment of a Science of Learning Research Classroom. The analysis of video data and student artefacts suggests that mathematical formulations on their own were limited in allowing students to satisfactorily engage with science ideas and that a key feature of cross-modal translation is the flexibility in application of these ideas afforded by the different modes and understanding the nature of these interactions. Using a Peircean socio-semiotic approach (Peirce, 1992, 1998) and Pickering’s notion of scientific research involving a ‘mangle of practice’ (Pickering, 1995, p. 23), this paper argues that a robust understanding of the lever principle necessarily involves students coordinating a range of modal representations, including visual-spatial, manipulative, embodied and abstract mathematical drawing on the distinctive affordances each brings to learning. We also describe the way these representations push back on learners in unexpected ways. Socio-semiotic (dpeaa)DE-He213 Materiality (dpeaa)DE-He213 Multimodality (dpeaa)DE-He213 Model-based reasoning (dpeaa)DE-He213 Ferguson, Joseph verfasserin aut Tytler, Russell verfasserin aut Enthalten in International journal of science and mathematics education Dordrecht : Springer Science + Business Media B.V., 2003 19(2020), 6 vom: 08. Juli, Seite 1167-1186 (DE-627)359787150 (DE-600)2098363-3 1573-1774 nnns volume:19 year:2020 number:6 day:08 month:07 pages:1167-1186 https://dx.doi.org/10.1007/s10763-020-10102-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 30.04 ASE 31.04 ASE AR 19 2020 6 08 07 1167-1186 |
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However, research in this area is only starting to explore how these different modal meanings interact (Tytler, Prain, Aranda, Ferguson, & Gorur, 2020) and particularly of the nature of the ‘transduction’ (Airey & Linder, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(1), 27–49, 2009) or ‘re-description’ (Lehrer & Schauble, 2013) of one modal representation to another and their coordination in model-based reasoning in science. This paper explores ways in which groups of secondary students orchestrated multimodal representations to gain an understanding of the lever principle in a collaborative learning environment of a Science of Learning Research Classroom. The analysis of video data and student artefacts suggests that mathematical formulations on their own were limited in allowing students to satisfactorily engage with science ideas and that a key feature of cross-modal translation is the flexibility in application of these ideas afforded by the different modes and understanding the nature of these interactions. Using a Peircean socio-semiotic approach (Peirce, 1992, 1998) and Pickering’s notion of scientific research involving a ‘mangle of practice’ (Pickering, 1995, p. 23), this paper argues that a robust understanding of the lever principle necessarily involves students coordinating a range of modal representations, including visual-spatial, manipulative, embodied and abstract mathematical drawing on the distinctive affordances each brings to learning. 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Xu, Lihua ddc 370 bkl 30.04 bkl 31.04 misc Socio-semiotic misc Materiality misc Multimodality misc Model-based reasoning Student Reasoning About the Lever Principle Through Multimodal Representations: a Socio-Semiotic Approach |
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student reasoning about the lever principle through multimodal representations: a socio-semiotic approach |
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Student Reasoning About the Lever Principle Through Multimodal Representations: a Socio-Semiotic Approach |
| abstract |
Abstract There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and multimodal representations in students’ meaning making in science (Lemke, 1998; Tytler, Prain, Hubber, & Waldrip, 2013; Tang, International Journal of Science Education, 38(13), 2069–2095, 2016). However, research in this area is only starting to explore how these different modal meanings interact (Tytler, Prain, Aranda, Ferguson, & Gorur, 2020) and particularly of the nature of the ‘transduction’ (Airey & Linder, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(1), 27–49, 2009) or ‘re-description’ (Lehrer & Schauble, 2013) of one modal representation to another and their coordination in model-based reasoning in science. This paper explores ways in which groups of secondary students orchestrated multimodal representations to gain an understanding of the lever principle in a collaborative learning environment of a Science of Learning Research Classroom. The analysis of video data and student artefacts suggests that mathematical formulations on their own were limited in allowing students to satisfactorily engage with science ideas and that a key feature of cross-modal translation is the flexibility in application of these ideas afforded by the different modes and understanding the nature of these interactions. Using a Peircean socio-semiotic approach (Peirce, 1992, 1998) and Pickering’s notion of scientific research involving a ‘mangle of practice’ (Pickering, 1995, p. 23), this paper argues that a robust understanding of the lever principle necessarily involves students coordinating a range of modal representations, including visual-spatial, manipulative, embodied and abstract mathematical drawing on the distinctive affordances each brings to learning. We also describe the way these representations push back on learners in unexpected ways. © Ministry of Science and Technology, Taiwan 2020 |
| abstractGer |
Abstract There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and multimodal representations in students’ meaning making in science (Lemke, 1998; Tytler, Prain, Hubber, & Waldrip, 2013; Tang, International Journal of Science Education, 38(13), 2069–2095, 2016). However, research in this area is only starting to explore how these different modal meanings interact (Tytler, Prain, Aranda, Ferguson, & Gorur, 2020) and particularly of the nature of the ‘transduction’ (Airey & Linder, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(1), 27–49, 2009) or ‘re-description’ (Lehrer & Schauble, 2013) of one modal representation to another and their coordination in model-based reasoning in science. This paper explores ways in which groups of secondary students orchestrated multimodal representations to gain an understanding of the lever principle in a collaborative learning environment of a Science of Learning Research Classroom. The analysis of video data and student artefacts suggests that mathematical formulations on their own were limited in allowing students to satisfactorily engage with science ideas and that a key feature of cross-modal translation is the flexibility in application of these ideas afforded by the different modes and understanding the nature of these interactions. Using a Peircean socio-semiotic approach (Peirce, 1992, 1998) and Pickering’s notion of scientific research involving a ‘mangle of practice’ (Pickering, 1995, p. 23), this paper argues that a robust understanding of the lever principle necessarily involves students coordinating a range of modal representations, including visual-spatial, manipulative, embodied and abstract mathematical drawing on the distinctive affordances each brings to learning. We also describe the way these representations push back on learners in unexpected ways. © Ministry of Science and Technology, Taiwan 2020 |
| abstract_unstemmed |
Abstract There is increasing recognition of the multimodal representational nature of science discovery practices and the roles of multiple and multimodal representations in students’ meaning making in science (Lemke, 1998; Tytler, Prain, Hubber, & Waldrip, 2013; Tang, International Journal of Science Education, 38(13), 2069–2095, 2016). However, research in this area is only starting to explore how these different modal meanings interact (Tytler, Prain, Aranda, Ferguson, & Gorur, 2020) and particularly of the nature of the ‘transduction’ (Airey & Linder, Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(1), 27–49, 2009) or ‘re-description’ (Lehrer & Schauble, 2013) of one modal representation to another and their coordination in model-based reasoning in science. This paper explores ways in which groups of secondary students orchestrated multimodal representations to gain an understanding of the lever principle in a collaborative learning environment of a Science of Learning Research Classroom. The analysis of video data and student artefacts suggests that mathematical formulations on their own were limited in allowing students to satisfactorily engage with science ideas and that a key feature of cross-modal translation is the flexibility in application of these ideas afforded by the different modes and understanding the nature of these interactions. Using a Peircean socio-semiotic approach (Peirce, 1992, 1998) and Pickering’s notion of scientific research involving a ‘mangle of practice’ (Pickering, 1995, p. 23), this paper argues that a robust understanding of the lever principle necessarily involves students coordinating a range of modal representations, including visual-spatial, manipulative, embodied and abstract mathematical drawing on the distinctive affordances each brings to learning. We also describe the way these representations push back on learners in unexpected ways. © Ministry of Science and Technology, Taiwan 2020 |
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| title_short |
Student Reasoning About the Lever Principle Through Multimodal Representations: a Socio-Semiotic Approach |
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https://dx.doi.org/10.1007/s10763-020-10102-9 |
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Ferguson, Joseph Tytler, Russell |
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| score |
7.401641 |