Ambiguities in representing the concept of energy: a semiotic approach
Abstract
Many researches in science education have shown the importance of the concept of energy and the learning difficulties that students face. Based on a semiotic approach, the current study focuses on the different ways in representing the concept of energy. It examines the ambiguities appear in written text, diagram, photo, graph, corporal acts etc. as vehicles of conveying some aspects of the energy concept. Video of a regular Greek lesson about energy and an usual Greek physics school textbook composed our database. The first results show a conceptual blending between the concepts 'transfer' and 'transformation' due to the lack of specification of which are exactly the physical systems studied in these modes of representation.
Keywords
Full Text:
PDFReferences
Antoniou, N., Demetriadis, P., Kampouris, K., Papamichalis, K., & Papatsimpa, L. (2006). Physics 2nd grade of lower secondray school. Athens: OEDB.
Doménech, J. L., Gil-Pérez, D., Gras-Martí, A., Guisasola, J., Martínez-Torregrosa, J., Salinas, J., & Vilches, A. (2007). Teaching of energy issues: a debate proposal for a global reorientation. Science & Education, 16(1), 43-64.
Duit, R. (1987). Should energy be illustrated as something quasi‐material? International Journal of Science Education, 9(2), 139-145.
Givry, D., & Pantidos, P. (2012). Toward a multimodal approach of science teaching. Skholê, 17, 123-130.
Givry, D., & Roth, W. M. (2006). Toward a new conception of conceptions: Interplay of talk, gestures, and structures in the setting. Journal of Research in Science Teaching, 43(10), 1086-1109.
Halliday, M. A. K. (1978). Language as a social semiotic: the social interpretation of language and meaning. Baltimore: University Park Press.
Halliday, M. A. K., & Matthiessen. (2013). An introduction to functional grammar. London: Routledge.
Hodge, R. I. V., & Kress, G. (1988). Social semiotics. Ithaca: Cornell University Press.
Jewett, J. (2008). Energy and the confused student IV: a global approach to energy. The Physics Teacher, 46, 210-217.
Jordan, B., & Henderson, A. (1995). Interaction analysis: foundations and practice. The Journal of Learning Sciences, 4, 39-103.
Koliopoulos, D., & Argyropoulou, M. (2012). Constructing qualitative energy concepts in a formal educational context with 6-7 year old students. Review of Science Mathematics & ICT Education, 5(1), 63-80.
Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal Teaching and Learning: The Rhetorics of the Science Classroom (Continuum). London: Continuum International Publishing Group.
Kress, G. R., & Leeuwen, T. van V. (1990). Reading images. Geelong, Vic: Deakin Univeristy Press.
Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
Lemke, J. L. (1995). Textual politics: discourse and social dynamics. London: Taylor & Francis.
Lemke, J. L. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. In J. R. Martin & R. Veel (Éds.), Reading Science (pp. 87-113). London: Routledge.
McNeil, D. (1992). Hand and mind: what gestures reveal about thought. Chicago: University of Chicago Press.
O’Toole, M. (1990). A systemic-functional semiotics of art. Semiotica, 82, 185-209.
Pantidos, P., Valakas, K., Vitoratos, E., & Ravanis, K. (2008). Towards applied semiotics: an analysis of iconic gestural signs regarding physics teaching in the light of theatre semiotics. Semiotica, 172(1-4), 201–231.
Pozzer-Ardenghi, L. (2009). Research on inscriptions: Visual literacy, authentic science practices, and multimodality. In K. Tobin & W.-M. Roth (Eds.), The world of science education. Handbook of research in North America (pp. 307-324). Rotterdam: Sense Publishers.
Scherr, R. E., Close, H. G., Close, E. W., & Vokos, S. (2012). Representing energy. II. Energy tracking representations. Physical Review Special Topics-Physics Education Research, 8(2), 1-11.
DOI: https://doi.org/10.26220/rev.2244
View Counter: Abstract | 366 | times, and PDF | 134 | times
Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.
Pasithee | Library & Information Center | University of Patras