Disciplinary discourse, representation, and appresentation in the teaching and learning of science

Cedric Linder 1 *
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1 Division of Physics Education Research, Department of Physics and Astronomy, Uppsala University, Uppsala, Sweden
* Corresponding Author
EUR J SCI MATH ED, Volume 1, Issue 2, pp. 43-49. https://doi.org/10.30935/scimath/9386
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ABSTRACT

This article builds on a semiotic perspective of science learning that is framed in terms of achieving competency in a disciplinary discourse of a science such as physics. The aim of the article is to use this perspective, and the proposal that learning in a science discipline should be seen in terms of achieving fluency in a critical constellation of modes of representation, to explore how the affordance attributes of these representations work together to generate a collective disciplinary affordance. The idea of a collective disciplinary affordance is then used to argue for the importance of appresentation in science education. Recommendations are made for incorporating the discussion into teacher craft-knowledge.

CITATION

Linder, C. (2013). Disciplinary discourse, representation, and appresentation in the teaching and learning of science. European Journal of Science and Mathematics Education, 1(2), 43-49. https://doi.org/10.30935/scimath/9386