Investigating interactive science education at the university level: Combining variation theory with social semiotics as it relates to disciplinary representations and semiotic resources
The Swedish Research Council reached a decision on February 23, 2017 on project grants and starting grants on Natural and Engineering Sciences. The Department of Physics and Astronomy is granted 45.9 million SEK for the period 2016-2020 for in total six project grants and six starting grants. The projects will begin during 2017.
Cedric Linder, Physics Education Research, was granted 5.9 million SEK for the project Investigating interactive science education at the university level: Combining variation theory with social semiotics as it relates to disciplinary representations and semiotic resources from the Swedish Research Council when project grants for 2017-2020 was awarded.
The project aims to create a new, dynamic and more theoretical understanding of what underpins the classroom meaning making that is broadly characterised in the physics education research literature as “interactive engagement”. It aims to do this by specifically focussing on “temporal and dynamic descriptions” of physics and related chemistry interactive-classroom meaning-making as the anchoring point for bringing together two theoretical perspectives that have not been brought together before: variation theory and social semiotics using previous work done by the PER research programme that has used the communication representations that get used in physics teaching to generate a new discursive model of learning.
Theoretical: to study, analyse and describe the relationships between the disciplinary-specific semiotic resources used in physics and chemistry and the variation theory of learning.
Practical: to provide teachers and educational designers with new intellectual tools that will support and extend their understanding of, and facilitation of, student learning through interactive engagement in physics and chemistry classrooms.