hkr.sePublikasjoner
Endre søk
Link to record
Permanent link

Direct link
BETA
Eriksson, Urban, Lektor i fysik med inriktning mot fysikdidaktikORCID iD iconorcid.org/0000-0001-6638-1246
Alternativa namn
Publikasjoner (10 av 21) Visa alla publikasjoner
Eriksson, U., Rosberg, M. & Redfors, A. (2017). Disciplinary discernment from Hertzsprung-Russell-diagrams. In: : . Paper presented at NFSUN 2017, Trondheim, 7-9 June.
Åpne denne publikasjonen i ny fane eller vindu >>Disciplinary discernment from Hertzsprung-Russell-diagrams
2017 (engelsk)Konferansepaper, Oral presentation only (Annet vitenskapelig)
Abstract [en]

This paper aim at investigating what astronomy students and experts discern from the multitude of different disciplinary affordances available in Hertzsprung-Russell (HR) diagrams. HR-diagrams are central to all of astronomy and astrophysics and used extensively in teaching. However, knowledge about what students and experts discern from these disciplinary representations are not well known at present. HR-diagrams include many disciplinary affordances that may be hidden to the novice student, hence we aim at investigating and describing what astronomy students at different university levels (introductory, undergraduate, graduate), and astronomy educators/professors, discern from such representation – referred to as disciplinary discernment (Eriksson, Linder, Airey, & Redfors, 2014). Data from a web based questionnaire were analysed using the Anatomy of Disciplinary Discernment (ADD) framework by Eriksson et al. (2014). Preliminary results show (1) the developmental nature of disciplinary discernment from the HR-diagram by the participants and (2) the large discrepancy between disciplinary discernment by the astronomy educators and their students. We describe and discuss the qualitative nature of these differences and how this can have implications for teaching and learning astronomy.

HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-17071 (URN)
Konferanse
NFSUN 2017, Trondheim, 7-9 June
Tilgjengelig fra: 2017-08-09 Laget: 2017-08-09 Sist oppdatert: 2017-08-09bibliografisk kontrollert
Persson, J. & Eriksson, U. (2016). Planetarium software in the classroom. Physics Education, 51(2)
Åpne denne publikasjonen i ny fane eller vindu >>Planetarium software in the classroom
2016 (engelsk)Inngår i: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 51, nr 2Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Students often find astronomy and astrophysics to be most interesting and exciting, but the Universe is difficult to access using only one's eyes or simple equipment available at different educational settings. To open up the Universe and enhance learning astronomy and astrophysics different planetarium software can be used. In this article we discuss the usefulness of such simulation software and give four examples of how such software can be used for teaching and learning astronomy and astrophysics.

sted, utgiver, år, opplag, sider
Institute of Physics (IOP), 2016
Emneord
Astronomy education research, simulations, astronomy education, virtual learning environments
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-15249 (URN)10.1088/0031-9120/51/2/025004 (DOI)
Tilgjengelig fra: 2016-02-02 Laget: 2016-02-02 Sist oppdatert: 2017-11-30bibliografisk kontrollert
Eriksson, U. (2016). The Spiral of Teaching and Learning in Physics and Astronomy. In: : . Paper presented at Från forskning till fysikundervisning. Malmö: NRCF, NATDID
Åpne denne publikasjonen i ny fane eller vindu >>The Spiral of Teaching and Learning in Physics and Astronomy
2016 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

When students start to learn physics and astronomy, they immediately are confronted with a multitude of representations packed with disciplinary information. This information is embedded in these representations and the students need to learn to discern the relevant information. This is not straightforward, and requires a lot of teaching and practice before being mastered. It carries many similarities to learning a new language – the language of physics, astronomy, or other sciences. 

However, it all starts with disciplinary discernment from those representations, something that has been shown to be challenging for students. Often the teacher who knows the representations and their appresented meaning—their disciplinary affordances—assumes that the students discern the same things in those representations as the teacher does. Research has shown that this is not the case and such assumptions leads to educational problems for the students and make learning physics or astronomy unnecessary difficult, or even inaccessible to the students. The students need be given the opportunity to develop their competency in discerning disciplinary-specific relevant aspects from representations; a competency referred to as Reading the Sky in an astronomy context, and described by the Anatomy of Disciplinary Discernment (Eriksson, 2014a; Eriksson et al., 2014b).

Furthermore, physics and astronomy are subjects aiming to describe the real multidimensional world, hence involve a substantial amount of spatial thinking. The students need to learn to extrapolate three-dimensionality in their minds from two-dimensional representations, which have been shown to be challenging to students. Unfortunately, this competency is often taken for granted and rarely addressed in teaching (Eriksson et al., 2014c).

In this talk we present a model in which we identify and describe the critical competencies needed to “read” disciplinary-specific representations; it concerns not only disciplinary discernment but also spatial thinking and disciplinary knowledge. These are combined into the Spiral of Teaching and Learning (STL), a new and powerful model for optimizing teaching and learning science (Eriksson, 2014a; Eriksson, 2015). We discuss consequences and possibilities when applying the STL model and give an example of how this model can be used in teaching and learning astronomy.

sted, utgiver, år, opplag, sider
Malmö: NRCF, NATDID, 2016
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-15752 (URN)
Konferanse
Från forskning till fysikundervisning
Tilgjengelig fra: 2016-08-18 Laget: 2016-08-18 Sist oppdatert: 2016-10-19bibliografisk kontrollert
Eriksson, U. (2016). Undervisning på distans – framtiden för universitet och högskolor?: ett exempel från astronomiundervisning på Högskolan Kristianstad. Högskolepedagogisk debatt (1), 46-73
Åpne denne publikasjonen i ny fane eller vindu >>Undervisning på distans – framtiden för universitet och högskolor?: ett exempel från astronomiundervisning på Högskolan Kristianstad
2016 (svensk)Inngår i: Högskolepedagogisk debatt, ISSN 2000-9216, nr 1, s. 46-73Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [sv]

Dagens studenter är mycket mer flexibla i sina studier än tidigare. Idag läser många studenter kurser på olika universitet och högskolor samtidigt. Detta är möjligt genom att många kurser och program ges på distans via internet. I denna artikel diskuteras de möjligheter och begränsningar som jag anser finns med den undervisningsform som allt mer präglar undervisning vid universitet och högskolor, nationellt och internationellt; distansundervisning.

sted, utgiver, år, opplag, sider
Kristianstad University Press, 2016
Emneord
Distansundervisning, astronomi, lärande
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-15348 (URN)
Tilgjengelig fra: 2016-03-24 Laget: 2016-03-24 Sist oppdatert: 2016-09-29bibliografisk kontrollert
Eriksson, U. (2015). Reading the sky and the spiral of teaching and learning in astronomy. In: : . Paper presented at ESERA 2015.
Åpne denne publikasjonen i ny fane eller vindu >>Reading the sky and the spiral of teaching and learning in astronomy
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Teaching and learning astronomy is known to be both exciting and challenging. To learn astronomy demands not only disciplinary knowledge, but also ability to discern affordances from disciplinary specific representations used within the discourse, which we call disciplinary discernment, and ability to think spatially, which we refer to as extrapolating three-dimensionality from a two dimensional input. Disciplinary knowledge involves all the knowledge that constitutes the discipline, disciplinary discernment involves discernment of the affordances of disciplinaryspecific representations, and extrapolating three-dimensionality involves the ability to visualize in ones mind how a three-dimensional astronomical object may look from a two-dimensional input (image or simulation). In this paper we argue that these abilities are intertwined and to learn astronomy at any level demands becoming fluent in all three. A framework is presented for how these abilities can be described and combined as a new and innovative way to frame teaching and learning in astronomy for optimizing the learning outcome of students - what we refer to as developing the ability to Read the Sky. We conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this to improve astronomy education.

Emneord
Reading the Sky, Astronomy Education Research, Higher education
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-15083 (URN)
Konferanse
ESERA 2015
Tilgjengelig fra: 2015-12-01 Laget: 2015-12-01 Sist oppdatert: 2015-12-15bibliografisk kontrollert
Eriksson, U. (2015). Teaching and learning in astronomy education – a spiral approach to reading the sky. In: : . Paper presented at Astronomdagarna 2015.
Åpne denne publikasjonen i ny fane eller vindu >>Teaching and learning in astronomy education – a spiral approach to reading the sky
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Teaching and learning astronomy is known to be both exciting and challenging. However, learning astronomy at university level is a demanding task for many students. The learning pro-cess involves not only disciplinary knowledge, but also the ability to discern affordances from disciplinary specific representations used within the astronomy discourse, which we call discipli-nary discernment (Eriksson, Linder, Airey, & Redfors, 2014a) and ability to think spatially, which we refer to as extrapolating three-dimensionality from a two dimensional input (Eriksson, Linder, Airey, & Redfors, 2014b). Disciplinary knowledge involves all the knowledge that con-stitutes the discipline, disciplinary discernment involves discernment of the affordances of disci-plinary-specific representations, and extrapolating three-dimensionality involves the ability to visualize in ones mind how a three-dimensional astronomical object may look from a two-dimensional input (image or simulation). In this paper we argue that these abilities are inter-twined and to learn astronomy at any level demands becoming fluent in all three abilities. A framework is presented for how these abilities can be described and combined as a new and in-novative way to frame teaching and learning in astronomy at university level for optimizing the learning outcome of students - what we refer to as developing the ability of Reading the Sky (Eriksson, 2014). We conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this to improve astronomy education.

References

Eriksson, Urban. (2014). Reading the Sky - From Starspots to Spotting Stars. (Doctor of Philosophy), Uppsala University, Uppsala. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-234636  

Eriksson, Urban, Linder, Cedric, Airey, John, & Redfors, Andreas. (2014a). Introducing the Anatomy of Disciplinary Discernment - An example for Astronomy. European Journal of Science and Mathematics Education, 2(3), 167-182. 

Eriksson, Urban, Linder, Cedric, Airey, John, & Redfors, Andreas. (2014b). Who needs 3D when the Universe is flat? Science Education, 98(3), 31. 

HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-15085 (URN)
Konferanse
Astronomdagarna 2015
Tilgjengelig fra: 2015-12-02 Laget: 2015-12-02 Sist oppdatert: 2015-12-08bibliografisk kontrollert
Eriksson, U. (2015). The spiral of teaching and learning in astronomy education. In: : . Paper presented at Lärarlärdom 2015, Linneus Univeristy, Växjö, Sweden.
Åpne denne publikasjonen i ny fane eller vindu >>The spiral of teaching and learning in astronomy education
2015 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Teaching and learning astronomy is known to be both exciting and challenging. To learn astronomy demands not only disciplinary knowledge, but also ability to discern affordances from disciplinary specific representations used within the discourse, which we call disciplinary dis- cernment (Eriksson, Linder, Airey, & Redfors, 2014a) and ability to think spatially, which we refer to as extrapolating three-dimensionality from a two dimensional input (Eriksson, Linder, Airey, & Redfors, 2014b). Disciplinary knowledge involves all the knowledge that constitutes the discipline, disciplinary discernment involves discernment of the affordances of disciplinary- specific representations, and extrapolating three-dimensionality involves the ability to visualize in ones mind how a three-dimensional astronomical object may look from a two-dimensional input (image or simulation). In this paper we argue that these abilities are intertwined and to learn as- tronomy at any level demands becoming fluent in all three abilities. A framework is presented for how these abilities can be described and combined as a new and innovative way to frame teach- ing and learning in astronomy at university level for optimizing the learning outcome of students - what we refer to as developing the ability of Reading the Sky (Eriksson, 2014). We conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this to improve astronomy education.

HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-15084 (URN)
Konferanse
Lärarlärdom 2015, Linneus Univeristy, Växjö, Sweden
Tilgjengelig fra: 2015-12-01 Laget: 2015-12-01 Sist oppdatert: 2015-12-15bibliografisk kontrollert
Airey, J. & Eriksson, U. (2014). A semiotic analysis of the disciplinary affordances of the Hertzsprung-Russell diagram in astronomy. In: : . Paper presented at The 5th international 360° conference: Encompassing the Multimodality of Knowledge, May 8-10 2014, Aarhus.
Åpne denne publikasjonen i ny fane eller vindu >>A semiotic analysis of the disciplinary affordances of the Hertzsprung-Russell diagram in astronomy
2014 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
Abstract [en]

One of the central characteristics of disciplines is that they create their own particular ways of knowing the world. This process is facilitated by the specialization and refinement of disciplinary-specific semiotic resources over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors. As a consequence, many of the semiotic resources used in the sciences today still retain some traces of their historical roots.

In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. We audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline.

We suggest that some of the issues we highlight in our analysis may, in fact, be contributors to alternative conceptions and therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.

HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-12898 (URN)
Konferanse
The 5th international 360° conference: Encompassing the Multimodality of Knowledge, May 8-10 2014, Aarhus
Tilgjengelig fra: 2014-09-15 Laget: 2014-09-15 Sist oppdatert: 2014-12-07bibliografisk kontrollert
Eriksson, U., Linder, C., Airey, J. & Redfors, A. (2014). Introducing the anatomy of disciplinary discernment: an example from astronomy. European Journal of Science and Mathematics Education, 2(3), 167-182
Åpne denne publikasjonen i ny fane eller vindu >>Introducing the anatomy of disciplinary discernment: an example from astronomy
2014 (engelsk)Inngår i: European Journal of Science and Mathematics Education, ISSN 2301-251X, E-ISSN 2301-251X, Vol. 2, nr 3, s. 167-182Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Education is increasingly being framed by a competence mindset; the value of knowledge lies much more in competence performativity and innovation than in simply knowing. Reaching such competency in areas such as astronomy and physics has long been known to be challenging. The movement from everyday conceptions of the world around us to a disciplinary interpretation is fraught with pitfalls and problems. Thus, what underpins the characteristics of the disciplinary trajectory to competence becomes an important educational consideration. In this article we report on a study involving what students and lecturers discern from the same disciplinary semiotic resource. We use this to propose an Anatomy of Disciplinary Discernment (ADD), a hierarchy of what is focused on and how it is interpreted in an appropriate, disciplinary manner, as an overarching fundamental aspect of disciplinary learning. Students and lecturers in astronomy and physics were asked to describe what they could discern from a video simulation of travel through our Galaxy and beyond. In all, 137 people from nine countries participated. The descriptions were analysed using a hermeneutic interpretive study approach. The analysis resulted in the formulation of five qualitatively different categories of discernment; the ADD, reflecting a view of participants’ competence levels. The ADD reveals four increasing levels of disciplinary discernment: Identification, Explanation, Appreciation, and Evaluation. This facilitates the identification of a clear relationship between educational level and the level of disciplinary discernment. The analytical outcomes of the study suggest how teachers of science, after using the ADD to assess the students disciplinary knowledge, may attain new insights into how to create more effective learning environments by explicitly crafting their teaching to support the crossing of boundaries in the ADD model.  

HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-12530 (URN)
Tilgjengelig fra: 2014-08-11 Laget: 2014-08-11 Sist oppdatert: 2017-12-05bibliografisk kontrollert
Airey, J., Eriksson, U., Fredlund, T. & Linder, C. (2014). On the disciplinary affordances of semiotic resources. In: Book of abstracts: The First Conference of the International Association for Cognitive Semiotics(IACS-2014), September 25-27, 2014 Lund University. Paper presented at The first Conference of the International Association for Cognitive Semiotics, Lund, Sweden, 25-27 Sept 2014 (pp. 54-55).
Åpne denne publikasjonen i ny fane eller vindu >>On the disciplinary affordances of semiotic resources
2014 (engelsk)Inngår i: Book of abstracts: The First Conference of the International Association for Cognitive Semiotics(IACS-2014), September 25-27, 2014 Lund University, 2014, s. 54-55Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).

In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.

In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

Emneord
Affordances, Disciplinary affordance, Undergraduate Physics, Semiotics
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-13119 (URN)
Konferanse
The first Conference of the International Association for Cognitive Semiotics, Lund, Sweden, 25-27 Sept 2014
Tilgjengelig fra: 2014-10-16 Laget: 2014-10-16 Sist oppdatert: 2018-01-11bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-6638-1246