ub.xmlui.mirage2.page-structure.muninLogoub.xmlui.mirage2.page-structure.openResearchArchiveLogo
    • EnglishEnglish
    • norsknorsk
  • Velg spraakEnglish 
    • EnglishEnglish
    • norsknorsk
  • Administration/UB
View Item 
  •   Home
  • Universitetsbiblioteket
  • Artikler, rapporter og annet (UB)
  • View Item
  •   Home
  • Universitetsbiblioteket
  • Artikler, rapporter og annet (UB)
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Active and passive transductions - Definitions and implications for learning

Permanent link
https://hdl.handle.net/10037/25998
DOI
https://doi.org/10.1088/1361-6404/ac3493
Thumbnail
View/Open
article.pdf (2.120Mb)
Published version (PDF)
Date
2022-02-21
Type
Journal article
Tidsskriftartikkel
Peer reviewed

Author
Svensson, Kim; Campos, Esmeralda; Eriksson, Urban
Abstract
To move between different semiotic systems, such as graphs and formulas, is a necessary step in learning physics or solving problems. In social semiotics, this movement of semiotic material is called a transduction and during a transduction a student must unpack, filter, and highlight different aspects of the concept or problem. Unpacking, filtering, and highlighting have been shown to be important to the meaning-making process and transductions should be seen as indicators of meaning-making and learning. However, in this paper we argue that not all transductions performed by students requires unpacking, filtering, or highlighting, and hence the definition of transduction needs to be refined in its description. We introduce the ideas of passive and active transductions that separates transductions that may lead to meaning-making from transductions that may not. This separation is done through shown engagement with the semiotic material of the transduction. We connect shown engagement with the semiotic material to the already established anatomy of disciplinary discernment to create a useful tool when evaluating student engagement and discernment. In the paper, we showcase examples of passive and active transductions and provide a short description of how to identify them in different learning situations.
Publisher
IOP Publishing
Citation
Svensson, Lundqvist, Campos, Eriksson. Active and passive transductions - Definitions and implications for learning. European Journal of Physics. 2022;43(2)
Metadata
Show full item record
Collections
  • Artikler, rapporter og annet (UB) [3245]
Copyright 2022 The Author(s)

Browse

Browse all of MuninCommunities & CollectionsAuthor listTitlesBy Issue DateBrowse this CollectionAuthor listTitlesBy Issue Date
Login

Statistics

View Usage Statistics
UiT

Munin is powered by DSpace

UiT The Arctic University of Norway
The University Library
uit.no/ub - munin@ub.uit.no

Accessibility statement (Norwegian only)