Kristina Danielsson
Dados Biográficos
| ID | 6553261 |
|---|---|
| NOME | Kristina Danielsson |
| PRENOMES | Kristina |
| SOBRENOME | Danielsson |
| ASSINATURA | DANIELSSON K |
| AFILIAÇÕES | Stockholm University |
| ORCID | 0000-0002-4842-7869 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Designing “Armis Lecerta”
In this study, we explore how students in Year 4 (10 years old) utilize different semiotic modes while designing a comic displaying the evolution of a lizard with a particular trait: armor. Situated use of comic design for natural science didactics is an understudied practice, and, thus, based on video observations of three case students working throughout seven lessons, we draw on designs for learning when exploring how different semiotic modes …
Freezing lizards, loving creatures, and flying pigs
This study explores how student-generated comic books can provide insight into students’ meaning making about evolution. Despite the complexity of evolution, previous research indicates that students can grasp concepts like natural selection through age-appropriate activities. In this study, we followed a group of Grade 4 students over seven weeks as they engaged in meaning making about evolution. As part of the lessons, the students read comics …
Dual Lenses on Science Classroom Interaction
Unpacking the complexities of learning processes in science education often requires more than just one analytical framework. Despite the need for such analytical and, by extension, methodological diversity, the science education research literature reveals a scarcity of studies integrating multiple analytical perspectives, thereby possibly overlooking crucial aspects of meaning-making and learning. Addressing this gap, we present a methodologica…
An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry
Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animatio…
Disciplinary content and text structures communicated in the classroom – pathways in science lessons
Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was develo…
From founding voices to future visions
Over the past decades, languages and literacies have become a prominent focus in science education research and practice. While there is broad consensus on the central roles of disciplinary, representational, and cultural languages and their associated literacies in learning and teaching science, the field faces a critical moment. An ever-growing number of new theoretical and methodological perspectives have revealed rich facets of the multilingu…
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…
Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources
The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handwritten fairy tales, (ii) drew images, and then, (iii) transformed them into animated multimodal texts using a digital application during three small-group activities. Data comprises video recordings, pupils’ mult…
Representations of science content in a primary classroom
This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studies have been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multim…
Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom
Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are sc…
Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education
Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were w…
Affordances of physical objects as a material mode of representation
This paper examines the affordances of physical objects (e.g. apparatus, models, manipulatives) as they were used by teachers and students to make meaning in coordination with their speech and gestures. Despite the pervasive use of physical objects as material and tactile resources in hands-on investigations or demonstrations, there have been few attempts to analyze their role and function in meaning-making, in the same way, that researchers have…
‘Traveling nutrients’
Previous research suggests that students use metaphors when asked to explain digestive processes and nutritional uptake. In this paper, we describe the results of a study designed to gain a deeper understanding of how metaphors and anthropomorphisms are used by students when describing such processes. We applied analyses based on the systemic-functional grammar framework to 123 student responses to a question about nutrition on a Swedish national…
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‘Traveling nutrients’
Previous research suggests that students use metaphors when asked to explain digestive processes and nutritional uptake. In this paper, we describe the results of a study designed to gain a deeper understanding of how metaphors and anthropomorphisms are used by students when describing such processes. We applied analyses based on the systemic-functional grammar framework to 123 student responses to a question about nutrition on a Swedish national…
Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom
Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are sc…
Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education
Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were w…
Affordances of physical objects as a material mode of representation
This paper examines the affordances of physical objects (e.g. apparatus, models, manipulatives) as they were used by teachers and students to make meaning in coordination with their speech and gestures. Despite the pervasive use of physical objects as material and tactile resources in hands-on investigations or demonstrations, there have been few attempts to analyze their role and function in meaning-making, in the same way, that researchers have…
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…
Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources
The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handwritten fairy tales, (ii) drew images, and then, (iii) transformed them into animated multimodal texts using a digital application during three small-group activities. Data comprises video recordings, pupils’ mult…
Representations of science content in a primary classroom
This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studies have been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multim…
An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry
Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animatio…
Disciplinary content and text structures communicated in the classroom – pathways in science lessons
Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was develo…
From founding voices to future visions
Over the past decades, languages and literacies have become a prominent focus in science education research and practice. While there is broad consensus on the central roles of disciplinary, representational, and cultural languages and their associated literacies in learning and teaching science, the field faces a critical moment. An ever-growing number of new theoretical and methodological perspectives have revealed rich facets of the multilingu…
Freezing lizards, loving creatures, and flying pigs
This study explores how student-generated comic books can provide insight into students’ meaning making about evolution. Despite the complexity of evolution, previous research indicates that students can grasp concepts like natural selection through age-appropriate activities. In this study, we followed a group of Grade 4 students over seven weeks as they engaged in meaning making about evolution. As part of the lessons, the students read comics …
Dual Lenses on Science Classroom Interaction
Unpacking the complexities of learning processes in science education often requires more than just one analytical framework. Despite the need for such analytical and, by extension, methodological diversity, the science education research literature reveals a scarcity of studies integrating multiple analytical perspectives, thereby possibly overlooking crucial aspects of meaning-making and learning. Addressing this gap, we present a methodologica…
Designing “Armis Lecerta”
In this study, we explore how students in Year 4 (10 years old) utilize different semiotic modes while designing a comic displaying the evolution of a lizard with a particular trait: armor. Situated use of comic design for natural science didactics is an understudied practice, and, thus, based on video observations of three case students working throughout seven lessons, we draw on designs for learning when exploring how different semiotic modes …
Computer Science (9 obras) · Psychology (9 obras) · Science Education and Pedagogy (8 obras) · Mathematics education (7 obras) · Semiotics (7 obras) · Sociology (7 obras) · Linguistics (6 obras) · Meaning-making (6 obras) · Pedagogy (5 obras) · Affordance (4 obras)