Susanne Wikman
Biographic Data
| ID | 9527017 |
|---|---|
| NAME | Susanne Wikman |
| GIVEN NAMES | Susanne |
| FAMILY NAME | Wikman |
| SIGNATURE | WIKMAN S |
| AFFILIATIONS | Department of Chemistry and Biomedical Sciences Linnaeus University Kalmar Sweden |
| ORCID | 0000-0001-9810-5561 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Students’ Experiences of Teachers’ Ways of Unpacking Visual Representations in the Context of Intermolecular Forces
This is the third article in a series, emanating from a project that used social semiotics and phenomenography to explore the role visual representations play in the teaching and learning of chemistry. Building on our earlier work that identified five qualitatively different ways that teachers may use to unpack visual representations in their introductory classes at upper secondary school when dealing with intermolecular forces, this article deal…
Meaning-Making in Ecology Education
Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges. However, more research has yet to investigate how students design multimodal texts to represent complex biological processes. For a holistic understanding of ecolog…
Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up…
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Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up…
Meaning-Making in Ecology Education
Teaching and learning in ecology depend on multimodality, involving semiotic resources such as visual representations, subject-specific symbols, and written and spoken language. Furthermore, the ecology field involves complex processes and relationships, presenting student challenges. However, more research has yet to investigate how students design multimodal texts to represent complex biological processes. For a holistic understanding of ecolog…
Students’ Experiences of Teachers’ Ways of Unpacking Visual Representations in the Context of Intermolecular Forces
This is the third article in a series, emanating from a project that used social semiotics and phenomenography to explore the role visual representations play in the teaching and learning of chemistry. Building on our earlier work that identified five qualitatively different ways that teachers may use to unpack visual representations in their introductory classes at upper secondary school when dealing with intermolecular forces, this article deal…
Science Education and Pedagogy (3 works) · Semiotics (3 works) · Computer Science (2 works) · Phenomenography (2 works) · Psychology (2 works) · Science education (2 works) · Unpacking (2 works) · Affordance (1 works) · Cognitive psychology (1 works) · Context (archaeology) (1 works)