Transduction and Science Learning: Multimodality in the Physics Laboratory

Autor/inn/en	Volkwyn, Trevor Stanton; Airey, John; Gregorcic, Bor; Heijkenskjöld, Filip
Titel	Transduction and Science Learning: Multimodality in the Physics Laboratory
Quelle	In: Designs for Learning, 11 (2019) 1, S.16-29 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2001-7480
Schlagwörter	Secondary School Science; Physics; Science Laboratories; Measurement; Scientific Concepts; Concept Formation; Teaching Methods; Semiotics; Laboratory Equipment; Magnets; Astronomy; Earth Science; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Physik; Messverfahren; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Semiotik; Laborausstattung; Stabmagnet; Astronomie; Earth sciences; Geowissenschaften; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
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 encourage transduction (Bezemer & Kress, 2008). The students were simply instructed to use a hand-held electronic measurement device (IOLab) to find the direction of the Earth's magnetic field and mark its direction using a paper arrow. A full multimodal transcription of the student interaction was made. In our analysis of this transcription we identify three separate transductions of meaning. In particular, we observed that student transduction of meaning to the paper arrow allowed it to function as both a persistent placeholder for all the meaning making that had occurred up until that point and as a coordinating hub for further meaning making. Our findings lead us to recommend that teachers interrogate the set of resources necessary for appropriate disciplinary knowledge construction in the tasks they present to students. Here, teachers should think carefully about whether the introduction of a persistent placeholder would be useful and in that case what this placeholder could be. We also suggest that teachers should think about what persistent resource may function as a coordinating hub for the students. Finally, we suggest that teachers should be on the lookout for student transductions to new semiotic resources in their classrooms as a sign that learning is taking place. We claim that the constraining and complementary nature of transduction offers a good opportunity for teachers to check student understanding, since disciplinary meanings need to be coherent across semiotic systems (modes). (As Provided).
Anmerkungen	Stockholm University Press. Stockholm University Library, SE-106 91, Stockholm, Sweden. Web site: https://www.designsforlearning.nu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01