Multimodality and disciplinary learning
The case of purposeful transformation in the sciences
Bibliographic Data
| ID | 22093077 |
|---|---|
| Authors | Anastasios Kapodistrias (0009-0009-2729-5025, Stockholm University, corresponding author), John Airey (0000-0003-3244-2586, Stockholm University) |
| Year | 2025 |
| Volume | 10 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Communication (JOURNAL) |
| Journal identifiers | ISSN: 2297-900X • E-ISSN: 2297-900X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fcomm.2025.1562515 |
| OpenAlex | W4413869647 |
| Language | EN |
| References cited | 32 |
Introduction In this paper we discuss disciplinary learning and the roles that different modalities can play in the process. We first describe the extant research in the field of social semiotics with an emphasis on the functions of affordance and transduction in university science, before presenting the comparatively sparse research on transformation. Our goal is to identify whether the process of transformation, besides its previously described procedural functions, can have important meaning making functions as well. Methods Taking the discipline of cosmology as our point of reference, our data consist of four different forms of the mathematical rearrangement of the Friedmann equation, as observed in university lectures. We analyzed these forms for their meaning making functions using abductive reasoning and the framework of symbolic forms. Results We identify an important, hitherto undescribed type of meaning-making —purposeful transformation. We describe its key characteristics (narrowing down meaning potential, foreground-background movement and purposeful direction) and we provide a first definition. Discussion First, we discuss the implications of our findings on social semiotics theory, focusing on the notions of disciplinary and pedagogical affordance and the possibility of identifying purposeful transformations in other semiotic systems. Finally, we demonstrate its importance in the teaching and learning of natural sciences
Cognitive science · Cross disciplinary · Data science · Discipline · Engineering ethics · Epistemology · Linguistics · Multimodality · Social science · Sociology · Chemistry · Computer Science · Digital Storytelling and Education · Discourse Analysis in Language Studies · Engineering · Literacy, Media, and Education · Philosophy · Psychology
Multimodal Teaching and Learning
A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics
Chapter 1 Developing Socially Just Subject-Matter Instruction
Supporting Student Transduction of Meanings Across Modes in Primary School Astronomy
Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence
Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
What Is Disciplinary Literacy and Why Does It Matter
Writing in Multimodal Texts
Professional Vision
| Citation velocity | historical |
|---|---|
| Highly cited | No |