hkr.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Unpacking the Hertzsprung-Russell diagram: a social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy
Stockholm Universitet.
Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Nationellt resurscentrum för fysik, Lunds universitet. (LISMA)ORCID-id: 0000-0001-6638-1246
2019 (Engelska)Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 11, nr 1, s. 99-107Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy—the Hertzsprung-Russell (H-R) diagram—in order to highlight its disciplinary and pedagogical affordances. By analysing the relationship between disciplinary knowledge and its representation in this way we claim that it becomes possible to identify potential barriers to student learning—instances where semiotic resources with high disciplinary affordance have low pedagogical affordance for newcomers to the discipline. The astronomy resource that we have chosen to analyse has played a pivotal role in our understanding of stellar evolution and as such it features prominently on all undergraduate astronomy programs. However, like most disciplinary-specific semiotic resources, today’s H-R diagram is the culmination of many years of work by numerous disciplinary experts. Over time, the H-R diagram has been revised and reworked by a number of different actors in order to reconcile it with developing observational and theoretical advances. As a consequence, the H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. In this paper we adopt a social semiotic lens to analyse these ‘layers of knowledge’ and ‘historical anomalies’ showing how they have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that the counterintuitive aspects we identify in our analysis give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings suggesting four types of barrier to understanding that are potentially at work when meeting disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of ‘unpacked’ resources that have a higher pedagogical affordance. 

Ort, förlag, år, upplaga, sidor
Stockholm: Stockholm Univeristy Press , 2019. Vol. 11, nr 1, s. 99-107
Nationell ämneskategori
Didaktik Astronomi, astrofysik och kosmologi
Identifikatorer
URN: urn:nbn:se:hkr:diva-19588DOI: 10.16993/dfl.137OAI: oai:DiVA.org:hkr-19588DiVA, id: diva2:1333098
Tillgänglig från: 2019-06-29 Skapad: 2019-06-29 Senast uppdaterad: 2019-09-05Bibliografiskt granskad

Open Access i DiVA

fulltext(1804 kB)14 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 1804 kBChecksumma SHA-512
c8246cea1bec47254b887a05300ecf5c9abd014d0ff353258e726d55c311daba76fe8ee256c24a5b5716c7d9b5b9350dcb537e5e4a7cf2d01d3806f8514b1fe9
Typ fulltextMimetyp application/pdf

Övriga länkar

Förlagets fulltext

Sök vidare i DiVA

Av författaren/redaktören
Eriksson, Urban
Av organisationen
Forskningsmiljön Learning in Science and Mathematics (LISMA)Avdelningen för matematik- och naturvetenskapernas didaktik
I samma tidskrift
Designs for Learning
DidaktikAstronomi, astrofysik och kosmologi

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 14 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 162 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf