Sökning: "Semiotic Resources"

Visar resultat 1 - 5 av 74 avhandlingar innehållade orden Semiotic Resources.

  1. 1. Klassrummets semiotiska resurser : en språkdidaktisk studie av skolämnena hem- och konsumentkunskap, biologi och kemi

    Författare :Anna Maria Hipkiss; Ann-Catrine Edlund; Per-Olof Erixon; Per Holmberg; Umeå universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; HUMANIORA; HUMANITIES; classroom communication; classroom design; educational sociology; secondary school; semiotic resources; semantic waves; social semiotics; SFL; subject-specific language;

    Sammanfattning : This thesis focuses on how different semiotic resources, such as spoken and written texts, artefacts and activities interact with classroom design and classroom communication in three school subjects in Swedish secondary school: Home and Consumer Studies, Biology and Chemistry. The research process has been concerned with the affordances that are created through different semiotic resources in classroom design and in classroom communication in the three school subjects, focusing on academic language and student participation. LÄS MER

  3. 2. Exploring physics education using a social semiotic perspective : the critical role of semiotic resources

    Författare :Tobias Fredlund; Cedric Linder; Christine Lindstrøm; Uppsala universitet; []
    Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; Physics; Fysik; Physics with specialization in Physics Education; Fysik med inriktning mot fysikens didaktik;

    Sammanfattning : .... LÄS MER

  4. 3. Linking Programming to Representations : Understanding meaning-making in physics education through semiotic resources

    Författare :Kim Svensson; Nationellt Resurscentrum för Fysik; []
    Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Social Semiotics; Programming; Transduction; Semiotic Resources; Representations; Transductive Link; Fysicumarkivet A:2022:Svensson; Social Semiotik; Programmering; Transduction; Semiotisk Resurs; Representationer; Transductiv Länk;

    Sammanfattning : Programming is investigated with a social semiotic lens to study how programming can contribute to meaning-making in physics. The analysis focuses on how new and dynamic representations can be created with the help of programming and how programming allows students to investigate and create their own models of physical phenomena. LÄS MER

  5. 4. Delaktighet och digitala resurser : Barns multimodala uttryck för delaktighet i förskolan i flerspråkiga områden

    Författare :Petra Petersen; Tore West; Eva Insulander; Maria Calissendorff; Polly Björk-Willén; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; agency; digital tablets; digital resources; multilingualism; translanguaging; multimodality; preschool; early childhood; minority language; video observation; pedagogik; Education; Early Childhood Education; förskoledidaktik;

    Sammanfattning : Children's different expressions of agency when using digital tablets in preschools in multilingual areas are explored in this study. Drawing on ideas problematizing the mono-lingual norm in western education (Björk-Willén, Gruber & Puskás, 2013; García, 2009; Kultti, 2012), the understanding is broadened of children's use of e.g. LÄS MER

  7. 5. Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola

    Författare :Anna Åkerfeldt; Anna-Lena Kempe; Staffan Selander; Sten Ludvigsen; Stockholms universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; didactic design; designs for learning; knowledge; representations; digital resources; cultures of recognition; multimodality; didaktiks design; design för lärande; kunskap; representationer; digitala resurser; erkännandekulturer; multimodalitet; Didactics; didaktik;

    Sammanfattning : In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. LÄS MER