A Social Semiotic Lens to Capture Meaning-Making of Polymeric Concepts during Modelling in Chemistry Education

Autor/inn/en	Widing, Lizette; Nilsson, Pernilla; Enochson, Pernilla Granklint
Titel	A Social Semiotic Lens to Capture Meaning-Making of Polymeric Concepts during Modelling in Chemistry Education
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.659-673 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Widing, Lizette) ORCID (Nilsson, Pernilla) ORCID (Enochson, Pernilla Granklint)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00211f
Schlagwörter	Chemistry; Science Instruction; Teaching Methods; Scientific Concepts; Concept Formation; Plastics; Phenomenology; Secondary School Students; Video Technology; Audio Equipment; Foreign Countries; Models; Learning Activities; Sweden + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Plastisches Material; Phenomenological psychology; Phänomenologie; Psychologie; Sekundarschüler; Audio-CD; Ausland; Analogiemodell; Lernaktivität; Schweden
Abstract	This study investigated students' meaning-making of polymeric concepts during modelling and discuss students' creation of visible representations in chemistry. The analysis combines a phenomenographic and social semiotic approach and leads to the finding and description of 21 different meaning-making processes. We refer to meaning-making as the outcome of translative communication through representations, discerned by students, where the collective meaning of created representations that build on each other constitutes the meaning as a whole. The study took place in three Swedish upper secondary chemistry classes. Data were collected from eight groups of 3-4 students (n = 30). Video, audio recordings and photos taken during modelling were analysed to investigate students' meaning-making during the modelling process. The results show translative changes between and within semiotic resources, indicating meaning for students' learning of polymeric concepts. Additionally, the representations produced during modelling were essential resources connecting the submicro and macro levels by creating a 'bridge' between levels. The results show that the modelling activities practised by all groups were multimodal. The study acknowledges that teachers can use the social semiotic lens as a tool to evaluate students' modelling in addition to the importance of translative processes during modelling. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01