A social semiotic approach to identifying critical aspects

Fredlund, Tobias; Linder, Cedric; Airey, John

doi:10.1108/ijlls-01-2015-0005

Cited by 25 publications

(24 citation statements)

References 26 publications

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“…When participants discussed writing in the context of their own scholarship and disciplines, writing almost always referred to academic publishing and grant proposal writing. The inclusion of so many forms of writing reveal a broad and liberal definition of writing and aligns with our definition of writing as any text resulting from a meaning‐making task (Fredlund et al., ; Norris & Phillips, ).…”

Section: Methodssupporting

confidence: 54%

“…Airey and Linder (, ) and Fredlund, Linder, and Airey () contend that writing is one mode of representation within disciplinary discourse, where disciplinary discourse is multimodal and specific sets of modes of representation are needed to access specific disciplinary ways of knowing (Airey & Linder, , ). This literacy perspective suggests that while developing discursive fluency is necessary, it is not sufficient for learning disciplinary knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom

2018

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Writing is widely recognized as fundamental to the construction and communication of scientific knowledge. Building on this relationship between writing and knowledge construction, writing‐to‐learn (WTL) activities have shown to be effective in many science classrooms, but have not been widely implemented at the postsecondary level. To address the lack of implementation, we investigated potential adopters of this pedagogy. Potential adopters, postsecondary faculty, are unique given the key role writing plays in their professional practice as researchers. Because of this unique feature and the fact that an instructor's theoretical orientation toward a construct impacts their instruction of that construct, an investigation of postsecondary faculty's conceptions of writing instruction is necessary to understand the way writing is being used in the postsecondary classroom. To this end, 33 STEM faculty across multiple disciplines and positions were interviewed about writing and its role in their classes. A phenomenographic analysis resulted in four faculty “types” consisting of unique combinations of concept and practice, organized according to compatibility with WTL. Profiles were built that describe unique conceptions, desired outcomes, and challenges for each type. These profiles provide an understanding of the relationship between faculty's conceptions and instructional practices regarding writing and lay the groundwork for understanding how writing is used in the postsecondary classroom.

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Section: Methodssupporting

confidence: 54%

Section: Introductionmentioning

confidence: 99%

Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom

2018

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“…2, is also only a representation of the "real" object. This kind of representation gets built on chains of processes and representations that have been coordinated by people, often over a long time period [128]. Such representations have intended meanings, created by someone with a particular purpose, and made up by an enormous number of disciplinary affordances [37].…”

Section: B Reading the Sky-highlighting Differences Between Expert Amentioning

confidence: 99%

Disciplinary discernment: Reading the sky in astronomy education

Eriksson

2019

Phys. Rev. Phys. Educ. Res.

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This theoretical paper introduces a new way to view and characterize learning astronomy. It describes a framework, based on results from empirical data, analyzed through standard qualitative research methodology, in which a theoretical model for a vital competency of learning astronomy is proposed: reading the sky, a broad description under with various skills and competencies are included. This model takes into account not only disciplinary knowledge but also disciplinary discernment and extrapolating three dimensionality. Together, these constitute the foundation for the competency referred to as reading the sky. In this paper, these competencies are described and discussed and merged to form a new framework vital for learning astronomy to better match the challenges students face when entering the discipline of astronomy.

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“…Critical aspects are critical only in relation to the learners. I cannot find this relational character of critical aspects, in Fredlund et al (2015).…”

Section: The Role Of Theory For Generating Knowledge Of What Is To Bementioning

confidence: 96%

“…This could indeed be done with different purposes. Although their paper is not based on a lesson or learning study, Fredlund, Linder and Airey (2015) illustrates how social semiotic theories (Halliday, 1978) can be applied when analyzing texts (in a broad sense) in a physics text book to identify critical aspects and the object of learning. In a very close analysis of a canonical text about light refraction, they explore the similarity between variation theory and a social semiotic approach to meaning-making, and propose a new approach to identifying critical aspects of objects of learning.…”

Section: The Role Of Theory For Generating Knowledge Of What Is To Bementioning

confidence: 99%

Pedagogical and learning theories and the improvement and development of lesson and learning studies

Runesson

2015

International Journal for Lesson and Learning Studies

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Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this special issue, it is reported how theory and theoretical concepts can add value to lesson and learning study.Design/ The papers are presented thematically and the main issues brought up are discussed. FindingsTogether the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers' practical knowledge and knowledge about teachers' professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies.Originality/value As a total, the collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

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A social semiotic approach to identifying critical aspects

Cited by 25 publications

References 26 publications

Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom

Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom

Disciplinary discernment: Reading the sky in astronomy education

Pedagogical and learning theories and the improvement and development of lesson and learning studies

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